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PAPER AND CARDBOARD 
CONSTRUCTION 



Copyright, 1911, by 
G. F. Buxton and F. L. Curran 



PAPER AND CARDBOARD 
CONSTRUCTION 



GEORGE FRED BUXTON 

DIRECTOR OF THE MANUAL TRAILING DEPARTMENT 



BOOK PROBLEMS 

BOX PROBLEMS 

CARD PROBLEMS 

ENVELOPE PROBLEMS 



AN ANALYSIS OF THE SCOPE OF PAPER AND CARDBOARD 
CONSTRUCTION FOR PRIMARY GRADES OF PUBLIC 
SCHOOLS.-AN OUTLINE OF A COURSE WITH DIREC- 
TIONS FOR MAKING THE PROBLEMS -INFORMATION 
REGARDING COURSES, EQUIPMENT, SUPPLIES, 
0ND METHODS OF HANDLING THE WORK,- 
& BIBLIOGRAPHY OF THE SUBJECT 



THE MENOMONIE PRESS 
MENOMONIE, WISCONSIN 



STOUT INSTITUTE. MENOMONIE, WISCONSIN 

AND 
FRED L. CURRAN 

SUPERVISOR OF ELEMENTARY MANUAL TRAINING 
AT STOUT INSTITUTE 






FOREWORD 

REALIZING that teachers of primary handwork need defi- 
nite directions for handling paper and cardboard con- 
struction in public school classes, with such supplementary infor- 
mation regarding the selecting, ordering, and care of equipment 
and supplies as shall be of immediate help in starting the work, 
the authors have prepared the following outlines and notes in the 
form of a hand book especially for their use. 

It is also planned to be of service to supervisors of primary 
handwork as a suggestion for the organization of a course of study 
and as a collection of supplementary problems suitable for the 
lower grades. The notes at the back of the book may be of 
considerable value in saving time looking up minor details. Art 
supervisors who handle paper and cardboard construction may 
find the book problems suggestive as a basis for decorative and 
illustrative treatment. 

Problems have been selected which are suited to the grades 
indicated and have been carefully tested out by grade teachers in 
the Menomonie public schools for several years. The point of 
view thruout the course has been that of an emphasis upon 
the simple processes involved in typical uses of paper and card- 
board in the industries, making such modifications as are required 
to meet the abilities of young children, and to eliminate all 
apparatus used in duplicate work. The attempt is made to in- 
volve a rational sequence of difficulty in each kind of work 
undertaken and to encourage careful work from the start. Al- 
though the production of good pieces of work is made prominent 
in the course, many teachers may choose to use certain of the 
problems for illustrative purposes in connection with other sub- 
jects. In any case the primary handwork should be so handled 
that the entire school program will 'Decome unified for the benefit 
of the pupil and not stereotyped for the benefit of a logical course. 



CU202S42 



V 



k 



y 



ANALYSIS OF CONTENTS 



Introduction - - - page 9 

Purpose of book is to arrange typical paper constructions 
in sequence for class use, — there is an evident need for this 
handy form, — simple paper cutting should accompany the 
construction here outlined, — illustrative constructions not ap- 
propriate to paper are omitted, — unusual shapes are not 
recommended, — four kinds of work in paper are given for 
each of the first four grades and classified by numbers, — extra 
work is suggested for schools having time for it, — a standard 
size of stock is to be used, — it is shown that the teacher must 
make careful preparation before presenting anew problem. 



II. Book problems - - page 12 

Sequences are suggested but detailed directions may be 
omitted, — books may be made as an aid to other studies, — 
art teachers find many uses for small books, — problems here 
are limited to 9"xl2 n stock, — an arrangement by grades is 
suggested, — a definite arrangement of information is made 
for each problem. 

The following groups are given to show the scope 
covered: 

Folders: — two, three, and four fold; booklet folder 

Portfolios: — single paper, paper with lap, cloth covered, 
with cloth corners, note book covers 

Paper files: — pocket and desk files 

Pamphlets: — for notes, drawings, and mountings; glued, 
tied, sewed, and with reinforced back 

Bound books: — cloth covered, with cloth corners, 
bound magazines, rebinding 






PAPER AND CARDBOARD CONSTRUCTION 



9 



III. Box problems - - page 5 7 

Box making as an industry is important, many uses of 
boxes in schools suggest themselves, — devices for repeating 
processes are omitted here, —box problems are arranged by 
grades. 

The following groups are given to show the scope 
covered: 

Open boxes: — tag board, bristol board; covers lapped, 
reinforced corners, trays 

Folding boxes: — tag board, bristol board; with laps, 
with fitted fastenings 

Covered boxes: — straw board, box board; reinforced 
corners, lining, covering 

Sliding box: — box board, fitting of box and case 

IV. Card problems - - page 79 

Card mounts furnish a good opportunity for a study of 
color and design, — various illustrative materials may be 
mounted for use, — card problems give good drill in measur- 
ing and cutting to line, — a sequence of difficulty is shown 
for all card problems. 

The following groups are given to show the scope 
covered: 

Card mounts: — for drawings, and photos; folder pic- 
ture mounts 

Book marks: — simple outline, punched and cut with tab 
Tag board work: — glass cover, postcards, shipping tag 

V. Envelope problems - - page 96 

Envelopes are thoroly suited to paper work, — a 
variety of envelope problems may be introduced with profit 
into the lower grades, — many uses are obvious, — an arrange- 
ment is shown for each grade. 

The following groups are given to show the scope 
covered: 

Mailing envelopes: — Square, medium, long 
Filing envelopes: — paper envelope holder, pocket for 
clippings, tag board filing envelopes 

Envelope files: — fiat envelope file, book envelope file 
Paper sacks: — flat and with folds 



ANALYSIS OF CONTENTS 7 

VI. Planning of courses - - page 1 1 5 

The book is planned to be suggestive for a variety 
of systems and requirements — fundamentals in planning in- 
clude the adjustment of problems to fulfill stated aims and 
the suggestion of method, — the numbering system is ex- 
plained. 

Courses in primary handwork may be planned with 
an emphasis upon sequence of processes, upon grouping of 
types of construction, or upon the thought side of the sub- 
ject, — the work may be considered from the standpoint of 
the technical and art value of the subject itself or from that 
of the whole elementary school course, — the analysis of the 
course may center around the handling of the work in 
classes or it may concern itself first with a study of child- 
ren's interests. 

Different arrangements by grades are suggested and 
others may seem desirable in certain localities, — the first ar- 
rangement provides for all of the book problems in a given 
grade to be followed by all of the box problems, then the 
card problems and envelope problems, — the second pro- 
vides for a succession of one of each kind of problem, fol- 
lowed by a succession of another of each kind, and then 
another, for the sake of the interest which comes from va- 
riety, — the third provides for a selection from each of the 
groups arranged in order of diffculty for the entire scheme, — 
the fourth provides for a study of one group more carefully 
in either the third or fourth grade. 

VII. Equipment and supplies - page 1 35 

Simple equipment is needed in the class room but it 
should be properly cared for, — a good stock room equip- 
ment for the supervisor makes for efficiency, — several kinds 
of paper and cardboard are desirable, — a table for ordering 
paper, gives materials, kinds, sizes, costs, and quantities, — 
other supplies are easily obtained, — kinds of supply houses 
are indicated for reference, — a second table arranged by 
grades gives the kind and amount of stock required for 
each problem. 



» PAPER AND CARDBOARD CONSTRUCTION 

VIII. Hints to teachers and supervisors page 1 5 2 

Careful preparation requires that a teacher shall analyze 
a problem thoroly before teaching it, — the proper care of 
equipment and supplies requires that things shall be instantly 
available, properly counted, and in usable condition, — good 
teaching requires that materials shall be distributed quickly 
and without confusion, that directions and other informa- 
tion shall be given in a clear, pointed, and interesting way, — 
good management requires that pupils shall be kept con- 
stantly busy at understood problems, that work shall be 
collected and cared for systematically, and that all details 
shall be made to fit into a complete scheme in the mind of 
the teacher. 

A supervisor must find suitable occassion for getting 
necessary directions before teachers, — he must see that 
supplies are ordered, prepared, and delivered to schools on 
time, — he must visit classes and in other ways test the 
character of the work of teachers, — he must find some way 
to train such teachers as are not handling the subject success- 
fully, — he may arrange for exhibitions of school work, — he 
will constantly study the various aspects of his specialty and 
make it of more value to his community. 

IX. Bibliography - - page 158 

A list of books and magazine references is given for 
the benefit of students and of public school officers and 
teachers. 

X. Index - - page 163 

A complete index is given to make it possible to refer in- 
stantly to each particular problem, and each topic discussed. 

Appendix 

Specimens of twenty-four papers suitable for primary 
construction are mounted and described. They include: 
cover papers, print and book papers, bond and flat writing 
papers, marble and glazed papers, wrapping, blotting and 
gummed papers. 



INTRODUCTION 



I 

INTRODUCTION 

BOOKS on paper and cardboard work for public schools 
have appeared from time to time and are in many cases 
serving a good purpose. There still remains, however, one 
field which does not seem to be adequately handled and to 
which this book attempts to make contribution. That is: — 
a course in cutting, measuring, folding, pasting, gluing, sew- 
ing, punching, tying, and decorating a variety of paper ma- 
terials, with a definitely organized series of problems in the 
making of books, boxes, card mounts, and envelopes. The 
problems selected are only of these four kinds, because these 
seem to be the most thoroly suited to the materials from 
the worker's standpoint and because they furnish so rich an 
opportunity for varied manipulations, and such an attractive 
basis for applied design in the lower grades. 

It is believed that in presenting this arrangement of 
material in handy form, many teachers and supervisors will 
find some of the help they have been looking for, and it has 
already become evident that those who have attended Stout 
Institute desire such a grouping as is here given. In fact, 
the principal reason for the preparation of this printed course 
is the constant demand for the less adequate blue prints 
which have been issued at Stout Institute. 

Problems in simple paper cutting have been omitted 
from the outlines for the reason that no construction is in- 
volved and no measurements required. It is not to be in- 
ferred, however, that this work is not recommended, but it is 
not made a subject by itself. Paper cutting from pose and 
from memory, and the cutting of designs are recommended as 
supplementary work and provision may be made for mount- 



10 PAPER AND CARDBOARD CONSTRUCTION 

ing them upon the card mounts or in some of the book 
problems. They are especially to be recommended at the 
beginning of the first grade. 

Paper furniture and houses and other problems used 
in an illustrative manner in connection with other subjects 
are not considered a part of the present subject and not a 
part of the primary handwork which leads to forms of man- 
ual training in the upper grades. It is believed that most 
schools will find the problems which are more typical of the 
material, to be of more value as pieces of construction. 

Unusual shapes, saw toothed edges, highly colored 
floral decorations, inappropriate types of construction, over 
complex forms and other eccentricities should be avoided 
everywhere, but especially with young children. These 
have been carefully excluded from this outline. 

While the problems are listed on the following pages as 
book problems, box problems, card problems, and envelope 
problems, it is not to be understood that they should be 
taken in this order and all of the book problems finished be- 
fore taking up the box problems. Each class of problems 
is planned for all four grades and distinguished by three 
numbers representing: — The grade; the class of work; and 
the relative place in the grade for that class of work. (32 1 
covered small box, — is thus in the 3rd grade; it belongs to the 
box problem group, — "2"; and it is the 1st box problem in 
the third grade.) This is more fully explained in chapter 
VI under "Planning of Courses," page 1 1 7. 

Rather more problems have been suggested than most 
schools can complete within the time usually allotted to the 
subject. This provides for considerable choice on the part 
of the teachers. Many options are also recommended in 
the foot notes. 

As explained in chapter VII under "Equipment and 



INTRODUCTION 



Supplies," the exercises are planned to use 9"x 1 2" stock. 
This is frequently to be cut into two pieces 6"x9", and oc- 
casionally cut to other sizes. In case there is no provision 
for cutting a quantity of stock, the pupil may be given 9"x 1 2" 
stock for everything and be required to save the unused 
pieces for later work. This use of uniform sizes will be 
found of considerable convenience in the class room. 

Before presenting the work to the classes, the teacher 
should first, make the problem; second, consider carefully the 
various steps in the processes of construction; and third, 
be very definite and clear with directions. The pupil's 
best effort should be required at all times and his standard 
of good work constantly raised. A number of hints for 
the teacher are given in chapter VIII, but most important of 
all is the necessity that the teacher shall know the subject 
thoroughly. The directions given for each problem are no 
substitute for careful preparation, if success is to be assured. 

Six kinds of lines are given on page 1 5 to illustrate 
their use in connection with the directions for each problem 
suggested. 



12 PAPER AND CARDBOARD CONSTRUCTION 



II 

BOOK PROBLEMS 

PROBLEMS in the making of folders, small pamphlets, 
portfolios and bound books are described on the following 
pages and arranged in a sequence representing work of in- 
creasing difficulty for each of the first four grades of public 
schools. The first figure of each problem number indicates 
the grade in school as suggested on page 1 of the introduction. 
The sequence is more noticeable in some places than in others, 
but in general it will be found that the work meets well the 
abilities of the children. It is within the range of successful 
handling and yet requires a real concentration of effort thru- 
out the course. While sequences and definite steps are given 
emphasis, it will be found possible to vary considerably from 
the outline, and many supervisors will want to do this. It 
may seem best in teaching, not to give such detailed inform- 
ation to the children, but to assign a problem and allow 
the children to find out for themselves how to make it. 
Even here, however, the teacher must have in mind a de- 
finite line of processes in order to properly describe each 
problem and to be of help to each child, and the steps sug- 
gested will be found at least typical. 

While the idea back of the choice of book problems has 
been the manipulation of material for the training of hand 
and eye and for an acquaintance with basic processes in the 
making of books by hand, there is no limit to the use which 
may be made of the articles made in correlation with other 
school subjects. Many uses of booklets for gathering notes 
and illustrative material will occur to the teacher. Where 
the making of books is incidental to the using of them, the 
outlines will only be used as hints. It is believed that the 



BOOK PROBLEMS 13 

book problems will furnish to many teachers the directions 
they have been wanting in handy form for the natural cor- 
relations between construction and other school subjects. 

An especially valuable feature of the book problem is 
the opportunity it furnishes for the mounting of illustrations 
cut from old magazines, and of free cuttings; and much may 
be made of the use of books for drawings and designs, either 
made directly in the book or cut and mounted. Cover de- 
signs offer another attractive field for crayon and water color 
as well as for pencil and pen and ink work. In some 
cases it is possible to have the children make fairly attractive 
lettering upon the covers. In all cases the choice of pro- 
portions in the making of booklets is important and may be 
an attractive field for the art teacher. In the books suggest- 
ed, the limitations due to size of stock should be obvious, 
as a standard size of 9"x 1 2" for all problems has been selected. 
Books of larger size can be made only if extra paper not 
cut from the full stock sheet be supplied. A list of some of the 
full sizes of paper is given in chapter VII, which will be 
found convenient for reference. If larger sheets than the 
9"x12" be used, the binder's typical methods of folding may 
be employed and one sheet folded so as to make eight or 
sixteen pages of fair size. It will be noted also that if funds 
permit, some of the higher grades of paper may be used and 
better products obtained. If a printing press be available, 
very pleasing announcement folders and booklets for special 
occasions may be made and the use of type in page design 
be illustrated. Printing is especially desirable in upper grades 
and in high school classes but it does not come within the 
scope of this book. 

The arrangement of book problems by grades is 
given on the following page to enable the teacher to deter- 
mine at a glance the place of a particular piece of work in 
the series of book problems. 



14 PAPER AND CARDBOARD CONSTRUCTION 

First Grade 

I 1 1 Mounting folders (Rough cover paper) 

1 12 Booklet folder (Rough cover paper, — book paper) 

1 13 Pocket note books (Rough cover paper,— print paper) 

1 1 4 Book of color schemes (Colored and gray rough cover paper) 

1 1 5 Drawing book (Cover paper, — book paper) 

1 16 Laundry list (Manilla paper) 

Second Grade 

2 1 1 Paper portfolio (Cover paper or press board, — stay tape) 

212 Paper portfolio with laps (Heavy cover paper,— stay tape) 

2 1 3 Book of designs (Cover paper and book paper) 

2 1 4 Weather record (Book paper) 

215 Receipt book (Cover paper, — bond paper, — binders' cloth) 

216 Note book (Cover paper, — manilla paper) 

2 1 7 Paged blank book (Cover paper, — book paper) 

Third Grade 

3 1 1 Scrap book (Colored and gray cover paper) 

312 Sewed pamphlet (Cover paper, — book paper) 

3 1 3 Pamphlet with reinforced back (Cover paper, — book paper, — 
binders' cloth) 

314 Cloth covered portfolio (Straw board, — binders' cloth, — mar- 
ble paper) 

3 1 5 Glued booklet (Cover paper, — book paper) 

3 1 6 Cloth bound book (Cloth board, — binders' cloth, — cover paper) 

Fourth Grade 

41 1 Pocket paper file (Manilla tag board) 

412 Desk paper file (Heavy tag board) 

413 Note book covers (Straw board, — binders' cloth, — cover paper, 
marble paper) 

414 Portfolio with cloth corners (Cloth board, — binders' cloth, — 
cover paper, — marble paper) 

415 Bound scrap book (Strawboard, — binders' cloth, — colored and 
gray cover papers. 

416 Bound drawings (Heavy cover paper) 

4 1 7 Rebound book or bound magazines (Material depends upon 
problem) 



BOOK PROBLEMS 15 

It is to be understood from this list that other problems 
such as boxes, envelopes, and card mounts, are given in each 
grade following the book problems. 

For the outlines as given in the following pages the ar- 
rangement of information is indicated below: 

(I) Number and name of problem 

This is fully explained in chapter VI 

(II) Material and equipment needed by each pupil 

In some cases the equipment is passed from pupil to 
pupil, thus requiring fewer tools 

(III) Working drawing 

See drafting conventions illustrated below 

(IV) Directions for making the problem 

Arranged for presentation to classes 

(V) Notes 

Supplementary suggestions and explanations 



visible eoae 






IN vis iau£ COGE 


ex re/vs/oM 


f 


h- — 


CO/SI&T/tt/CT/ON 


fOLOI/sl G 


fi/Mt/va 1 0*1 



DRAFTING CONVENTIONS USED THRUOUT THE BOOK 

The above drawing is given to explain the meaning of 
the different lines used on the following pages. Lines re- 
presenting visible outlines of the finished problem or of the 
successive steps involved are drawn heavy and continuous. 
Fold lines are made light and continuous. Edges hidden 
by other material are represented by long, light dashes. 
Construction lines are used as a help in laying out a piece 
of work, but they form no necessary part of the finished 
work; they are composed of short dashes with longer spaces. 
Extensions and dimensions are used in indicating sizes. 
Where used, these read from the bottom and right side. 



16 



PAPER AND CARDBOARD CONSTRUCTION 



111. 



Mounting Folders 

3 pieces Rough gray cover paper, 6 n x9 n 
3 pieces White book paper, 6 n x9" 
Paste 
Scissors 





COVER STOCK-6 ,l x9" F0LDED-4^"x6" 

DIRECTIONS FOR TWO-FOLD 

a. Fold upper left corner to upper right corner and 

crease 

b. Cut from white paper several representations of 

common objects, of flowers, leaves, trees, tools, 
workmen at typical occupations, or children at 
play 

These may be cut from memory or direct observation 

c. Select the best group of cuttings and paste in folder 




COVER STOCK-6"x9" FOLDED-3«x6» 

DIRECTIONS FOR THREE-FOLD 

a. Fold upper right corner two-thirds distance across 

top, judging distance with the eye 

b. Fold upper left corner to crease 

c. Cut and paste representations as in first folder 



BOOK PROBLEMS 



17 



COVER STOCK-6 "x9 ■ FOLDED-2%"x6 ■ 

DIRECTIONS FOR FOUR-FOLD 

a. Fold upper right comer to upper left corner 

b. Fold these two corners to center crease 

c. Cut and paste as before 
NOTE 

In each of these folders, it may seem desirable to paste 
magazine illustrations or other clippings in place of the cut- 
tings indicated, or other uses may suggest themselves to 
the teacher. Careful folding and clean pasting should be 
expected. 
112. Booklet Folder 

1 piece of Rough gray cover paper, 6 n x9 n 

1 piece White book paper, 6 n x9" 

Paste or glue 

Soft or medium pencil 




BOOK OPEN-SHOWING TORN EDGES BOOK CL0SED-4K"x6" 

DIRECTIONS 

a. Tear from M" to /£" from two adjacent edges of 

the white paper, without measuring 

b. Fold upper left corner of white paper to upper right 

comer 



18 



PAPER AND CARDBOARD CONSTRUCTION 



113 



c. Fold upper left corner of cover paper to upper 

right corner 

d. Run a little paste or glue along back of crease 

of white paper and press it inside of cover paper 

e. Allow to dry and use for sketching plants or animals 

or children, or for copying photographs 

Pocket Note Books 

3 pieces Rough cover paper, 6 H x9 n 

6 pieces Print paper, 9 n x12" 

1 yard Coarse linen thread 

Large needle, letter opener or kitchen knife 




SECOND STEP IN SEWING 



PRINT PAPER-9"xJ2" 
SHOWING FOLDS FOR 4T0 BOOK 



I 



i 
i 
I 

v 



THIRD STEP IN SEWING 



FIRST STEP IN SEWING 



FINISHED N0TEB00K-4^"x6' 



BOOK PROBLEMS 



19 



DIRECTIONS FOR QUARTO BOOK 

a. Fold one piece print paper lower left corner to upper 

left corner 

b. Fold upper left corner to upper right corner 

c. Fold second piece of print paper in the same way 

and insert into first piece 

d. Fold cover paper left to right and insert folded print 

paper 

e. Sew down thru center of book, up near one end, 

down thru center again, up near opposite end, 
and tie square knot near the center 

f. Tear leaves apart with letter opener, kitchen knife, 

or back of scissors 




INSIDE OF 12 PAGE BOOK 
FOLDED AND SEWED 



PRINT PAPER FOLDED 
FOR 12 PAGES 



ABOUT 3" FOLDED 
AND TORN OFF 




FINISHED BOOK 
ABOUT 3"x4" 



DIRECTIONS FOR 12 PAGE BOOK 

a. Fold one piece print paper lower left corner about 

two-thirds distance to upper left corner 

b. Fold upper left corner to this crease and open 

paper flat 

c. Fold upper right corner about two-thirds distance 



PAPER AND CARDBOARD CONSTRUCTION 



to upper left corner, make sharp crease, open, and 
tear off smaller piece 

d. Refold larger piece and then fold left to right 

e. Make a second piece like this and insert 

f. Cut cover paper a little larger than open book, fold 

left to right, and sew print paper-inside same as 
in 4to book 

g. Tear leaves apart as before 



< 



PRINT PAPER 9"xl2" SHOWING 
FOLDS FOR 8vo BOOK 



INSIDE OF 
8vo BOOK 



OUTSIDE OF 
BOOK 2M n x6' 



DIRECTIONS FOR OCTAVO BOOK- 16 PAGES 

a. Fold print paper right to left 

b. Fold bottom to top 

c. Fold left to right 

d. Place one or two of these pieces in cover pre- 

viously cut a little larger than open book 

e. Sew and tie as before 

f. Tear leaves apart 

NOTE 

These note books may be used for writing practice, or 
for sketching, or for such purposes as seem desirable to 
the teacher in connection with any other subject. 



BOOK PROBLEMS 



21 



114. 



Book of Color Schemes 

1 piece Colored rough cover paper 6 n x9" 

2 pieces Gray cover paper 6"x9 n 

1 4" Coarse linen thread or binders' thread 
Large needle 




TYPICAL PAGES OF MOUNTED COLORS 
DIRECTIONS 

a. Fold gray paper inside of colored paper 

b. Sew and tie as in number 113. If more space is 

wanted between pages, extra pieces of gray cover 



PAPER AND CARDBOARD CONSTRUCTION 



paper 1 n x6 n may be folded and sewed into the 
book, as shown at A 

c. Mount rectangles of colored papers upon each in- 
side page, so as to show good color schemes, 
keeping in mind both quality and quantity of each 



NOTE 



Samples of fabrics or of different kinds of papers may 
be mounted in place of color schemes. The following 
arrangement is suggested for mounting paper samples: 



an 

PD 

□□ 


c 


a 
a 


□□ 
□□ 

no 


o.-A 
Print 


Bona' 







e/otn v 


B 

Bntt./ 








SMn'OJ* 



PAGES OF MOUNTED PAPER SAMPLES 



115. Drawing Book 

1 piece Gray cover paper 4/£ n xl2" 

2 pieces White book paper 9 n xl2 n 
15" Coarse linen thread 

Large needle, pencil 



BOOK PROBLEMS 



BOOK PAPER 9"xl2' 




BOOK OPEN 4y 2 "xl2" BOOK CLOSED 

DIRECTIONS 

a. Fold book paper bottom to top, having length of 

paper horizontal 

b. Fold left to right 

c. Fold cover paper left to right 

d. Place book paper inside of cover paper 

e. Sew and tie as in number 1 1 3 
NOTE 

Use for drawings: — flowers, grasses, fruits, vegetables, 
or small objects. 



116. Laundry List 

2 pieces Manilla paper 9 n xl2" 

8" Silk cord 

1 Eyelet 

Eyelet punch, letter opener, pencil 



24 



PAPER AND CARDBOARD CONSTRUCTION 




MANILLA PAPER 9"* 12' 



FINISHED LIST 



DIRECTIONS 

a. Fold 2 pieces manilla paper right edge two-thirds 

distance to left edge 

b. Fold left edge to crease 

c. Fold top to bottom 

d. Fasten eyelet near center of top 

e. Tie loop of cord thru eyelet for hanging 

f. Tear leaves apart with letter opener 

g. Write "Laundry List" upon outside 

NOTE 

Use to record articles sent to the laundry so as to check 
up proper return. Other uses than as Laundry List may be 
suggested and the name changed accordingly. 



211. Paper Portfolio 

1 piece Cover paper or press board 6"x9 n 
1 piece Stay tape 9" long 
Scissors, pencil, rule 



BOOK PROBLEMS 



25 





COVER PAPER--6 n x8 n TAPE ON BACK OF FRONT COVER 

CUT FROM 6"x9 n PORTFOLIO 3"x8" 

DIRECTIONS 

a. Lay out cover paper 6 ,, x8", and cut to size 

Measure from lower corner and mark each edge of paper, 
connect marks, cut to line. 

b. Fold left to right 

c. Stick stay tape over fold and cut ends even with 

top and bottom of portfolio 
NOTE 

This may be used for carrying folded letter paper, or 
clippings, or school work. It is a convenient size for the 
pocket. By making the folder from 9" square stock, it will 
be 4^"x9", suitable for carrying a large variety of folded 
papers. It may seem desirable to make both sizes. 

212. Paper Portfolio with Laps 

1 piece Heavy cover paper 9"x 1 2" 
1 piece Stay tape 1 9" long 
Rule, pencil, scissors 



— 4 



Y 



/ \ 



INSIDE OF PORTFOLIO 



TAPE SHOWN ON BACK 



26 PAPER AND CARDBOARD CONSTRUCTION 

DIRECTIONS 

a. Lay out three 4 inch measurements across top and 

bottom of 9"x 1 2" cover paper, and connect these 
with straight lines 

b. Set off 1 inch measurements from each corner, and 

connect across corners as shown in drawing 

c. Cut off corners 

d. Fold right edge nearly to first line 

e. Fold left edge nearly to this crease 

f. Unfold and stick pieces of stay tape over creases 

along the back of portfolio 
NOTE 

This is to be used for the same purpose as number 
2 1 1 but has the advantage that it holds papers more 
securely. 

213. Book of Designs 

3 pieces Gray cover paper 6"x9 n 

1 piece White book paper 9"x12" 

1 8" Coarse linen thread 

Paste 

Scissors, rule, pencil, needle 





DESIGN 



COVER PAPER 6"x9' 
LAID OUT 6"x8 B 



INSIDE OF BOOK 
READY TO TIE 



COVER OF 
BOOK~3"x8' 



BOOK PROBLEMS 



27 



DIRECTIONS 

a. Lay out each piece of cover paper 8 inches up 

from bottom edge and cut to 6 n x8" 

b. Fold left to right and place two pieces inside of 

third, which will serve as cover 

c. Sew down a little distance below center, up a little 

distance above center, down near top, up thru 
second hole, down thru first hole, up near bottom 

d. Tie square knot at first hole 
NOTE 

Cut units of design suitable for borders or "all over" 
repeat patterns from white paper and paste in the book when 
complete. Front cover of book may have a small unit of 
design mounted just above the center, or pupil may print 
DESIGN on the cover, or a printed label may be fastened 
on with paste. 

214. Weather Record 

2 pieces India tint book paper 6"x9 n 
1 piece Black plain cover paper 3"x6 n 
1 piece Dark blue cover paper 3"x6" 
1 piece White book paper 3 n x6" 
Paste 
Scissors, needle 




BOOK PAPER 6"x9' 



BOOK OPEN 



M 


T 


W 


T 


F 


5 



INSIDE PAGE 



PAPER AND CARDBOARD CONSTRUCTION 



DIRECTIONS 




a. Fold bottom to top 


HP 


b. Fold left to right 


c. Sew as in number 1 1 3 


d. Cut standard weather flags from blue 


and black plain cover paper, and 


COVER 


from white book paper 





e. Paste one of each kind of flag upon front cover of 
book 
NOTE 

Save the extra flags for inside of book to indicate the 
weather for any given week or more. The proper flag for 
a day may be pasted in its proper square in the afternoon. 
Government flags are displayed from 1 0:00 a. m. until sun- 
set, to indicate the weather for the following day. The 
weather signals are as follows: 

White flag — clear and fair weather 

Blue flag — rain or snow 

Black triangular flag — temperature signal, indicating 
rising temperature when placed above another 
flag, and falling temperature when placed below 

White and blue striped flag — local showers 

White flag with black square center — cold wave 

215. Receipt Book 

1 piece Cover paper 6 n x9" 

2 pieces Bond paper 9"xl2 n 
1 piece Binders' cloth 1 "x9 n 
1 5" Silk floss 

Scissors, needle, pencil 



BOOK PROBLEMS 



29 



COVER PAPER 



PAPER IN COVER 



BACK OF COVER 



BONDPAPER--9"xl2" 
DIRECTIONS 

a. Fold bond paper right to left, 

bottom to top, left to right 

b. Lay out and cut cover 5"x6/£ n 

c. Fold cover left to right 

d. Sew bond paper into cover, one section inside of 

the other 

e. Cut strip of binders' cloth 1 "x6M n and glue on 

back of book to cover sewing 

f. Letter the front cover COOKING RECEIPTS 



NOTE 



Stay tape may be used in place of the binders' cloth 
but it is a bit more clumsy. A more useful book may 
be made if three or four sheets of paper are used, making 
48 or 64 pages 



30 



PAPER AND CARDBOARD CONSTRUCTION 



216. Note Book 

1 piece Cover paper 6 n x9 n 

2 pieces Manilla paper 9"xl2 n 
24" Linen thread 

Glue 

Scissors, needle, pencil 






MANILLA PAPER«9"xl2" 



^ 



COVER PAPER-5 , x6K t 




STEPS IN SEWING TWO "SECTIONS" 
DIRECTIONS 

a. Fold manilla paper right to left, bottom to top, left 

to right 

b. Lay out and cut cover 5 n x6M n , and fold as shown 



BOOK PROBLEMS 



31 



c. Sew the two sections of the book together starting 

above the center of one section, and following 
steps shown in cut, fastening ends with square knot 

d. Spread glue along inside crease of cover, one-half 

inch wide 

e. Press book into cover 

f. Write or print NOTES upon front cover 
NOTE 

This is the first problem involving the sewing of sec- 
tions together in book binding. The process has been sim- 
plified to the easiest steps possible. Problems following this 
have also been modified to suit conditions of the usual class 
room without extensive equipment. 



217. Paged Blank Books 

OCTAVO SIZE 

1 piece White book paper 9"xl2" 
1 piece Heavy cover paper 6"x9" 
15" Thread " 
Needle, scissors, pencil 





0) 


tr 


N." 


* 


$ 




<5» 

N 



<0 


* 


Si 


gS 


»> 


S; 


„ a, umoer 


x 



FRONT OF SHEET 



BACK OF SHEET 



32 PAPER AND CARDBOARD CONSTRUCTION 

DIRECTIONS 

a. Letter sheet, — A, B, C, D, as indicated in drawing 

b. Place sheet in position so that A B will be at top 

of paper and C D at the bottom 

c. Fold right to left 

d. Fold bottom to top 

e. Fold left to right 

f. Open sheet and place in original position, — A B 

at the top 

g. Place numbers for pages on front of sheet as indi- 

cated in the drawing 
h. Turn sheet over so that D is under upper left hand 

corner and write numbers as indicated in second 

drawing 
i. Fold sheet again in the same way that it was first 

folded 
j. Cut cover 5"x 6K" and fold 
k. Insert folded sheet in cover, sew, and tie 
1. Tear leaves with paper knife or back of scissors 
NOTE 

Sheet must be folded the same in "i" as it was folded 
la "c," "d," "e," or the paging will not be correct 

DUODECIMO SIZE BLANK BOOK 

1 piece Heavy cover paper 6"x9" 
1 piece White book paper 9"xl2" 
1 5" Thread 
Needle, scissors, pencil 



BOOK PROBLEMS 



*» 


a 





N 




■ft 


<M 


^ 


10 


^ 




B * 



N 


* 


5? 


* 


s 




$i 






* 


! 



FRONT OF SHEET 



BACK OF SHEET 



DIRECTIONS 

a. Place paper on desk with A B at bottom 

b. Fold bottom edge up two-thirds distance to top 

c. Fold top edge down to fold 

d. Fold right edge to left edge 

e. Fold bottom to top 

f. Unfold sheet and place in such a position that A is 

in the upper left hand comer, and B in the lower 
left hand corner 

g. Number pages as indicated in drawing 

h. Reverse sheet so that B will be under the upper left 
hand corner and A under the lower left hand 
comer 
i. Number pages on back of sheet as indicated in 

drawing 
j. Refold sheet in same manner as it was first folded 
k. Cut cover 4^"x5" and fold 
1. Insert folded sheet in cover and sew as before 
NOTE 

These problems furnish opportunity for the teacher to 
explain to the pupils how a book is printed, folded, sewed, 
trimmed, and bound. Booklets with 16, 18, 32, 36, or 48 
pages may be worked out as supplementary problems. The 
printer usually prefers to fold into 8, 1 6, or 32 pages in order 



34 



PAPER AND CARDBOARD CONSTRUCTION 



that the folding may be done from edge to edge. Some of 
the other foldings and pagings are given below. The stock 
for each book is 9 n x12" and a cover is planned to allow 
M" projection. 



*y^yy*fr$ £- 



L*Cl 



■/r'U~#i- 



s> 


?' 


<? 


9 


* 


/d 


'6 


1 



A section of 1 6 
pages may be made 
by folding R to L, 
T to B, M to C. 

The illustration 
shows the paging 
on both sides of 
the sheet. 

At the left is 
shown a single 
page and the open 
book in its cover. 



SECTION OF 16 PAGES 



L 


r?3- 

T 

C 


TT" 


J /? 


J 

i 

f 


/ 


# 


€' 


9 


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IS 


/■f 


// 


1 

> 












a 






1 


afia 


b«r"4^fj 





U^sJ 



-* <y — ~i 



1 



* 


at 


£4 


1 


sr 


or 


4> 


9 


4* 


13 


/« 


a 



SECTION OF 24 PAGES 



A section of 24 
pages may be made 
by folding R to L, 
M to T, B to C, 
LtoT. 

This is a dim- 
cult fold and not 
often employed. 
A printer would 
more commonly 
use two sheets, one 
of 16 pages and 
one of 8 pages. 



BOOK PROBLEMS 



J 




.&* 


"t 


b 

i 


** 


sv 


T-e 


Of 


/-f 


/a 


£2 


// 


r 


oe- 


<* 


3 

9 


-fi u*// Up^u-^ u 





s 


<j 


J£ 


* 


e 


(9-y 


*/ 


OS 


/* 


*/ 


so 


/J 


& 1 


s-r 


G? 


b- 



U«5J 



7 



SECTION OF 32 PAGES 



A section of 32 
pages may be made 
by folding B to T, 

RtoL, M toK, 
JtoK. 

This is as many 
pages as usually 
fold well together in 
a single section, al- 
though thin book 
paper may some- 
times be folded in- 
to 64 pages or 
more in pamphlet 
work. 



1 


JS 

N 


it 


"k 




T 
C 


i 

| 


F 


t-c 


t* 




S/ 


M 


S 




JO 


7 


'O 


13 

8 


J 
> 


£4 


3tf 


-«-J 


" •_ 





1*1 



2* 


'J 


'4 


M 


J a 




'? 


9' 


<r 


93 


rt- 


/- 


/o 




a 


*9 


^ 








SECTION OF 36 PAGES 



A section of 36 
pages may be made 
by folding M to T, 
B to C, K to L, 

T to N, L to N. 

In place of this 
sized section it is 
more practical to 
fold two sections 
of 16 pages and 
one of 4 pages. 
The practice here 
in careful folding, 
however, is worth 
the attempt at 36 
pages in school. 



PAPER AND CARDBOARD CONSTRUCTION 





4? 

K 


•« 


J 


/o 


r 


] 


W 


d 


/r 


£ 


_cv 


^ 


,1 


ea 


nr 


o« 


/fl 


/■* 


as 


p 


*>£■ 


PA 


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S 
ST 


j 
T 


L,'J ■•" 


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r ^.L 


crl 


-/*' 


T5" 


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a 

W 



<e 


S 


fi 


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*a 


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rr 


9/ 


<-' 


W 


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A? 


J6 


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-JO 


43 


23 


^/ 


/r 


iv 


-f 


AA 


-TA 


J> 



SECTION OF 48 PAGES 



A section of 48 
pages may be made 
by folding B to T, 
M to L, R to J, 
J to K, N to K. 

Three sections 
of 1 6 pages each, 
or one of 32 pages 
and one of 16 pages 
are more generally 
used by printers. 



311. Scrap Book 

1 piece Colored cover paper 9"xl2' 

3 pieces Gray cover paper 9"x 1 2 

Glue 

Rule, pencil, scissors 





GRAY COVER PAPER READY TO FOLD 



STEPS m ASSEMBLING 
SCRAP BOOK 



BOOK PROBLEMS 37 

DIRECTIONS 

a. Lay out three pieces gray cover paper like sketch, 

center lines to be /£" apart and finished pages 
5K«x9" 

These aie for the leaves of the scrap book 

b. Fold left edge towards right, creasing along the 

left of the three center lines, and unfold 

c. Fold right edge towards left, creasing at right line, 

and unfold 

d. Turn paper over and fold left edge to right edge 

e. Lay out and cut colored cover paper 9"xl \H n 

This is for the cover of the scrap book 

f. Fold left edge of cover nearly to the right edge 

(allow about %*) and unfold 
See third drawing from the top at right 

g. Fold right edge nearly to the left and unfold 

h. Glue leaves into cover, spreading glue for nearly 
a half inch along the inner edge of cover and 

press 

See two lower drawings at the right 

NOTE 

This book may be used for mounting magazine clip- 
pings or pictures illustrative of school work. The covers 
may be made to open more freely if an extra piece of cover 
paper l"x9" be inserted at front and back as shown in 
second drawing from the top at the right. 



312. Small Sewed Pamphlet 

3 pieces of Book paper 9"xl2 n 

1 piece Cover paper 6"x9" 

30" Binders' thread 

Glue 

Rule, scissors, pencil, needle 



PAPER AND CARDBOARD CONSTRUCTION 






ONE SECTION BOOK PAPER 4K n x9 n 
CUT FROM 9"xl2" 



COVER 4% " SQUARE 
CUT FROM 6x9 



(. 



u<u>: 



n 



tl 



(ii 



(. 



U\ 



c a a 



STEPS IN SEWING-4a and 9a SHOW APPEARANCE WHEN TWO SECTIONS 
AND THREE SECTIONS ARE COMPLETELY SEWED 



DIRECTIONS 

a. Lay out and cut three pieces book paper 4/^x9" 

from 9"x 1 2", saving the larger pieces for another 
pamphlet 

b. Fold bottom to top and left to right 

c. Sew as shown in steps 1-8, beginning inside of 

section A, sewing across the back of sections A 
and B near the bottom, into section B, out thru 
the middle of the back of section B, and continue 
as illustrated, finishing by carrying the thread into 
the middle of section A, shown at "8," and tying 
to the starting thread with a square knot 



BOOK PROBLEMS 



d. Cut cover 4M"" square, fold as in number 311, glue 

edge of sections into cover, and press 

e. Put simple line design on front cover 
NOTE 

Step marked 4a shows the appearance after step 4 
has been completed. Step 9a shows the appearance after 
step 9 has been completed. 

Other sections may be added to these if desired in the 
same manner as C is added to B in step 5. 

A larger pamphlet may be made in the same manner 
as above, but bringing in an extra stitch to each section, 
and using the pieces cut off from the stock for the small 
pamphlet. The following materials are required. 

6 pieces Book paper 9"xl2" 

3 pieces Book paper 7M n x9", left from small pamphlet 

1 piece Cover paper 9"x 1 2 

48" Binders* thread 

Glue 

Rule, pencil, scissors 



ft 



L 



<J 



till 




STEPS IN SEWING LARGE PAMPHLET 



Lay out and cut six pieces book paper 7^"x9", and 
use the three additional pieces left from the small pamphlet 

Fold, sew, glue, and letter as in small pamphlet, using 
three pieces of paper to each section. 



40 



PAPER AND CARDBOARD CONSTRUCTION 



NOTE 

A thicker pamphlet may be made by adding extra 
pages as shown in the following drawing. 




5 C H liCU 



y 



i 



Jfcat f.MAt 


f(W<C 


\ 


hi 


1 


■■ 


III 


T 



Jt /2~ /S /* /S jsa /€ 17 /« /» -?© SO* 

TWO SECTIONS ADDED TO LARGER PAMPHLET 



313. Sewed Pamphlet with Reinforced Back 

1 piece Heavy cover paper 6"x9" 
3 pieces White book paper 6 n x9" 




1 piece Binders' cloth 1 M"x6" 
20" Thread 
Glue 

Rule, pencil, scissors, needle 
DIRECTIONS ™ m l™™ 

a. Cut heavy cover paper 6"x8" for cover, and fold 

to 4"x6" 

b. Cut three pieces white book paper for leaves, 

5M«x7M" 

c. Fold each piece to 3% ,? x5M" 

d. Sew leaves together same as in number 3 1 2 

e. When leaves are sewed and fastened in cover, 

glue strip of binders' cloth around back of pam- 
phlet and place under weight until dry 



BOOK PROBLEMS 



41 



314. Cloth Covered Portfolio 

2 pieces Straw board 4M n x7M", cut from 6"x9" 

1 piece Binders' cloth 9"x 12" 

I piece Marble paper 9"xl2 n 

Glue, paste 

Rule, scissors, pencil 



///////// /r/ 



ZZZZZZZZZZZ& 



L 



m 



¥////<■•//////>//'/;////, 




PORTFOLIO READY 
TO GLUE LAPS OVER EDGE 



LINING PASTED 
INSIDE OF PORTFOLIO 



C. 



DIRECTIONS 

a. Cut binders' cloth 8M"x10M» 

b. Locate pieces of straw board on binders' cloth, 

leaving M n between them as indicated on the 

drawing and draw line around each piece 
Spread a thin coat of glue or paste on one side of 

binders' cloth and press straw board firmly into 

place on the cloth 

In applying glue, use thin piece of soft wood or stiff piece of 
cardboard. Paste will be found easier to use. 
Cut off corners of binders' cloth leaving /8 1 ' to fold 

up over the corner of the strawboard 
Glue strip of scrap paper in the middle of back as 

indicated at A, M"x7M" 

f. Spread glue on edges of cloth and fold over straw 

board, — see B 
Do not use paste here 

g. Cut marble paper 7^x9/^ for lining 
h. Paste in place over strawboard 

While paste is drying press firmly in grooves 
NOTE 

This portfolio is to be used in carrying folded papers. 
It is a first step in case making for book binding. The 



e. 



42 



PAPER AND CARDBOARD CONSTRUCTION 



small sewed pamphlet, number 312, involves the sewing of 
several sections, and the cloth bound book, number 3 1 6, 
shows the fastening of the sections into the case. 



315. Glued Booklet 

1 piece Heavy cover paper 6"x9" 

4 pieces White book paper 6"x9" 

Glue 

Rule, pencil, scissors 



DIRECTIONS 
a. Cut 



pieces 



book 



paper 



^n. 




b. Fold cover to 43^"x6" 

c. Fold leaves to fit cover 

d. Run a little glue on the folded edge of one of the 

folded sections and insert it in the cover. Re- 
peat the process with the other sections, placing 
each one in the preceding one (See cut) 

e. Keep folded and place under a weight until glue 

is dry 
NOTE 

Several pieces of book paper may be placed side by 
side, instead of one in the other, and then all glued into a 
double creased cover as here illustrated. 



BOOK PAPER, 6 n xS: 



COVER PAPER, 6"x9* 



BOOK PROBLEMS 



4b 



316. Cloth Bound Book 

1 piece Cloth board 9"xl2" 

1 piece Binders' cloth 9"x 12" 

2 pieces of Cover paper 9"x12" 

1 piece of Canvas for backing 3"x9" 

1 piece Print paper K"x9", 1 piece Print paper 

M"x9", 20 pieces Print paper 9"xl2" 
Instead of 20 pieces of print paper 9"xl2", anywhere from 
9 to 36 pieces may be used according to thickness de- 
sired and time available. This will provide for from 
three to six sheets to a section, and from three to nine 
sections. 

Glue and paste 

60" Binders' thread 

To be varied for a greater or less number of sections 

Rule, pencil, scissors, needle, knife, cutting board 
A piece of Binders' board 9"xl I " will be found satisfactory 
for a cutting board 



CLOTH BOARD 

CUT 4"x6" 



' I 



PRINT 
PAPER 



K v///////////A 



7/7P77Z7/S 






W//////////X 



CLOTH BOARD AND PRINT PAPER 
GLUED TO BINDERS' CLOTH 



14 



PAPER AND CARDBOARD CONSTRUCTION 




LAPS GLUED OVER EDGE OF CASE 

AND SECTIONS READY TO 

GLUE INTO CASE 



SECTIONS GLUED INTO CASE AND 

LINING PAPER BEING PASTED 

INSIDE OF COVERS 




SEC- SECTIONS BACKING BACKING GLUED TO CASE,- FINISHED 

TIONS SEWED GLUED TO LINING PAPER PASTED BOOK WITH 

FOLDED TOGETHER SECTIONS INSIDE OF COVER BACK ROUNDED 



DIRECTIONS 

a. Make case for book same as number 3 1 4, omitting 

the marble paper used for lining 

b. Lay out and cut 9 or more pieces of print paper 

7^"x9", and fold to 4M"x7K« 

c. Put three or four sheets to a section, one folded in- 

side of the other, and sew the sections together 
as in number 3 1 2 

If larger paper be used, fold it as illustrated in number 2 1 7 
on pages 31 to 36 

d. Glue strip of canvas backing, cut to 2/£"x7M n , 

against sewed edges, press the M n strip of paper 
against the glue as it is forced thru the canvas 
Allow to dry with paper attached as shown above 



BOOK PROBLEMS 45 

e. When dry (next day) glue these canvas projec- 

tions to the inside of covers 

Press firmly with one hand against a piece of scrap paper 

while holding the leaves of the book straight up from the 

covers 

f. Insert a piece of scrap paper between covers and 

end sheets at both front and back of book, close 
the book, and put under pressure for a few min- 
utes, or until next day 
Be sure the back of the book is smoothly rounded 

g. Cut two pieces of cover paper for lining, 7/^"x9 n , 

or of such size as will fit properly, and paste 
against inside of cover and for a quarter of an 
inch up against the end leaves of book 
Put under pressure of heavy books or into a letter press 
h. When dry, the outside of front cover may be dec- 
orated by a simple outline in water color 
NOTE 

Writing paper, drawing paper, or manilla paper may 
be used in place of print paper, and any number of sections 
may be used, or several printed pamphlets may be sewed 
together. Economy of material and ease of manipulation 
will require that not over three or four sheets be put into a 
section and that not over five sections be used. 

If hand screws or vises be available, the back of the 
book may be rounded with a hammer as shown in the illus- 
tration at the right of the lower row. This form can be 
suggested by working with the fingers. It provides a place 
for the sewing, and allows the covers to lie evenly. 

It may seem desirable to start with a smaller book and 
make two books, or to omit the larger book altogether. 



46 



PAPER AND CARDBOARD CONSTRUCTION 



411. Pocket Paper File 

2 pieces of Medium tag board 9"xl2" 

Glue 

Rule, scissors, pencil 




STEPS IN MAKING POCKET PAPER RLE 
DIRECTIONS 

a. Cut 5 pieces of tag board, each 3M"x7M n 

b. Lay out and cut tabs, A, B, C, D, — as indicated 

in the small scale drawing on front cover at left 
Each tab is to be made %" longer than the one above it 

c. Fold one piece for the cover as indicated in the 

lower drawing at the left, — 1 

d. Fold the other three pieces as shown in the lower 

drawing, — 2 and 3 

e. Glue folded part of No. 2 into No. 1 ; folded part 

of No. 3 to No. 2, and so on until all are glued 
together 

f. Fold the top piece around the others and glue 

NOTE 

Measuring, folding, and gluing must be accurately and 
carefully done or the edges of the finished file will not be 



BOOK PROBLEMS 



47 



412. Desk Paper File 

4 pieces Heavy tag board 9"xl2" 
Glue 

Rule, pencil, scissors 
DIRECTIONS 

a. Cut 4 pieces 8^"x9" 

b. Lay out and cut tabs in 

same manner as in num- 
ber 411 

Tabs are to be made % n wide 
and 2}£ u long 

c. Fold each sheet 7" from 

tab edge. 

The top sheet which is to fold 
around the others will re- 
quire a second fold the 
same as in number 41 1 DESK PAPER FILE 

d. Letter or number the tabs to be used for markers 

One suggestion is given in the above drawing 

e. Glue together and put under a heavy pressure 

Follow the same order as in number 4 1 1 




413. Note Book Covers 

A. END OPENING COVER 

2 pieces of Straw board 6"x9" 

2 pieces Binders' cloth 3 n x6 B 

2 pieces Heavy cover paper 6"x9" 

2 pieces Marble paper 6 n x9 n 

Glue, paste, eyelets 

Rule, pencil, scissors, eyelet punch, knife 



18 



PAPER AND CARDBOARD CONSTRUCTION 



Tzzzzzzzzzzk 
_J* a 





STRAW BOARD 


BINDERS' CLOTH 


REVERSE SIDE WITH 


5"x6M n AND M"x5" 


FOLDS GLUED OVER 


COVER PAPER 


BINDERS' CLOTH UNDER 


COVER PAPER UNDER 


PASTED DOWN 



DIRECTIONS FOR FRONT COVER 

a. Cut one piece of straw board 5 n x7" and cut strip 

from end M n x5 n 

These two pieces are to be fastened to binders' cloth as 
shown in the first drawing 

b. Cut one piece of binders' cloth 2/^ n x6" 

This is to be used as a hinge for the front cover 

c. Place the two pieces of straw board K n apart over 

binders' cloth as shown at B B 

Draw lines on cloth to indicate exact position of pieces of 
straw board and cut corners as illustrated 

d. Spread paste or glue on binders' cloth where it is 

needed to fasten to boards 

Use a brush for paste or a clean piece of wood with a 
chisel edge for glue 

e. Place pieces of straw board as indicated by the 

lines on the cloth and press firmly 
Put in press if one is available 

f. Apply glue to edge of cloth and fold over the 

straw board. 

Put under weight until glue is set 

g. Cut one piece of heavy cover paper 6"x7 n 

This is for the outside of front cover 



BOOK PROBLEMS 49 

h. Apply paste to heavy cover paper and set in place 
on the straw board 
See second drawing above 

i. Fold edges over straw board and fasten with paste 
or glue 

Outside of cover is shown in third drawing above 

j. Cut one piece of marble paper 4M"x7M n 
This is a lining to the front cover 

k. Paste marble paper in place 

This should extend over the edges of the cover paper and 
to % u from edge of boards 

I. Punch holes and set eyelets near the edge 

This is shown in the drawing at the right 
NOTE 

The back of the note book cover is made in the same 
manner as the front except that the straw board is in one piece 
and there is no hinge. If desired the back can be made 
hinged the same as the front. To do this it is necessary to 
have two strips of straw board as at B instead of one. 

The back must be made the full size of the front, in- 
cluding hinged end. 

B. SIDE OPENING NOTE BOOK COVER 

2 pieces Straw board, 8"x10M n , cut from 9"x 12" 

2 pieces Binders' cloth, 12 n xl2" 

2 pieces Marble paper, 9 n xl2" 

Glue, paste, 6 eyelets 

Rule, pencil, scissors, eyelet punch, knife 



50 



PAPER AND CARDBOARD CONSTRUCTION 



/<//'/'"/f//fc± 




INSIDE OF NOTE BOOK COVER 
DIRECTIONS 

a. Cut each piece of straw board M" from one edge 

b. Cut two pieces of binders' cloth each 1 1 n x 1 2" 

c. Locate straw board on binders' cloth 

d. Apply glue to straw board and press in place on 

cloth 

If easier apply glue to binders' cloth 

e. Cut corners of cloth within H n of straw board 

f. Fold edges and glue 

Wide lap on hinge should be folded after top and bottom 
are folded 

g. Cut two pieces of marble paper 8"x 1 03^" 
h. Paste marble paper in place 

i. Punch holes and set eyelets as indicated in drawing 



414. Portfolio with Cloth Corners 

2 pieces Cloth board 9"x 12" 
1 piece Binders' cloth 3"x 1 2" 

1 piece Binders' cloth 5 n x5 n 

2 pieces Marble paper 9"xl2" 

1 piece Marble paper l/£ M x12" 
Glue and paste 
Rule, pencil, scissors 



BOOK PROBLEMS 



51 




r^° 


^ 




/ r 




, . \ s 


I | 


LJ 


2 


e/ 


A 


1 


ui 


Li 


15 


G\ 




/F 









H N 

/ 



/v» 


A/ 




INSIDEVIEW OUTSIDE VIEW 

STEPS IN MAKING PORTFOLIO 



53 PAPER AND CARDBOARD CONSTRUCTION 

DIRECTIONS 

a. Cut binders' cloth 2M"xl2", from piece 3 n x12 n 

b. Cut two pieces cloth board 8 n xl(W from 9"x12 fl 

c. Glue cloth board, B, C, to binders' cloth, A, as 

shown at step 1 

d. Fold cloth over top and bottom and glue down flat, 

cut four corners of binders' cloth, D, E, F, G, 
each five inches along the slant line and glue in 
place as shown at step 2 

e. Cut two pieces cover paper 8"xl2" with two cor- 

ners of each cut away 3K"x3/^ M and paste over 
back of portfolio, lapping over cloth back at cen- 
ter a fourth of an inch, as shown at H, K, in 
step 3 

f. Paste laps of cover paper inside, and paste strip of 

marble paper WxlO^'" over center inside as 
shown at L in step 4 

g. Paste sheets of marble paper 8"xl034 M over inside 

of portfolio as shown at M, N, in step 5 
NOTE 

This may be used in carrying drawings or written work, 
and may be made in a variety of sizes. The following 
drawing illustrates another way of fitting the corners: 




-&- 



« 



• 


i x| 


. 


1 X 


•• 




. 


1 


- 


1 


. 










1 








1 




1 


: 




■ 


1 








1 












J 




/y6 



BOOK PROBLEMS 53 

In this portfolio a heavy gray cover paper for the body 
and a darker gray for the corners and back makes a very 
satisfactory combination. Light gray may be used for the 
lining or marble paper may be used. 

The order of procedure is as follows: 

a. Cut one strip of dark gray paper 23^ M xl9" 

One strip 2*&xW and one 2Y^Y n will answer if the 
long strip in not available 

b. Paste this strip around the edges of the straw board 

to form the hinged back of the portfolio 

c. Make four corners from one piece of heavy cover 

paper 4"x4" or 5"x5" 

For method of making these corners see number 433, or 
number 414 

d. Fasten corners with paste or glue 

In place of putting corners on at this stage, it is possible to 
put them on after step "f" and leave them unpasted over 
outside of cover 

e. Cut two pieces heavy cover paper 6K"x 1 0" for out- 

side of covers 

f. Cut corners, fold edges over straw board, and 

paste as in steps 3 and 4, page 5 1 

g. Cut two pieces of thin gray paper each 5H n i&M n 

for lining 
h. Paste lining in place. 

415. Bound Scrap Bock 

2 pieces Straw board 6"x9" 

1 piece Binders' cloth 10K"x14^ M 
1 piece Colored cover paper 9"x12" 

3 pieces Gray cover paper 9"x12" 

1 piece Canvas for backing 3"x8^ M 

Glue, paste 

Rule, pencil, scissors 

SEE CUTS UNDER NUMBERS 3 11 AND 3 1 6 



54 



PAPER AND CARDBOARD CONSTRUCTION 



DIRECTIONS 

a. Cut the three sheets of gray cover paper 8/^ n x12" 

b. Fold these and fasten them together the same as in 

number 311 for the body of the book 
The folds in the middle of the sheet should be only 3^" 
apart and the finished pages should be 5% M x8%" 

c. Glue strip of canvas to the back of the book, as in 

number 3 1 6. 

Place a narrow strip of paper upon the canvas to take up 
the glue as it comes thru 

d. In making the cover use the same method as in 3 1 6 

e. Set the body of the book in the cover and put in 

the fly leaves as in number 3 1 6 
NOTE 

The boards may be covered with paper instead of 
cloth and it may be made with or without corners. 

416. Bound Drawings 

2 pieces Heavy cover paper 

Size to suit the size of drawing paper used 

Crochet cotton 

Rule, pencil, scissors, needle 













DRAWING 
AMD 




COLOR 








Z^ A 



DIRECTIONS 

a. Lay off points on one end of the cover for the 
punching of the holes 

These holes should be about one inch from the end and 
about three-fourths of an inch apart 



BOOK PROBLEMS 55 

b. A neat and firm method of sewing is shown in the 

drawing at A 

c. Title may be written or printed on the front cover 

NOTE 

This problem is given as one of the ways of putting 
into neat and permanent form the drawing plates that the 
children have made in their drawing lessons. These draw- 
ings should be selected and arranged according to the draw- 
ing subjects. 

417. Rebound Book or Bound Magazines 

This work may be given in the fourth grade but is 
rather too difficult there. It is more suitable for fifth and 
sixth grades. If this work is attempted in the sixth grade 
the book may be taken apart in sections and re-sewed. 
Then it is bound as the bookbinder would bind it. For the 
fifth grade the following is suggested: 

DIRECTIONS 

a. Remove the cover of the magazine and apply a 

little paste to the back of the magazine to loosen 
the bits of paper and glue which remain 

b. Glue strip of canvas on back in same manner as in 

number 3 1 6 

c. Make a cover similar to that in number 3 1 6 

d. Set book in cover and glue the canvas to the 

boards only 

e. Paste in fly leaves and put in press 
NOTE 

On the following page is illustrated the arrangement of 
book problems as planned for the first four grades. Names, 
numbers and sizes are indicated for comparison and quick 
reference. 



56 



PAPER AND CARDBOARD CONSTRUCTION 



III 



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112 



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113 



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115 



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215 



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216 



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217 



217 



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217 



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217 



217 



217 



217 



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NOTE SOCK COVERS 



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COLOR 


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TITLE 

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6^-/3' 



PORTFOLIOS WITH CLOTH CORNERS 



BOOK PROBLEMS ARRANGED BY GRADES 



BOX PROBLEMS 57 



III 
BOX PROBLEMS 

IN the selection of problems for elementary construction in 
paper and cardboard, the small box takes a place second 
only to the booklet. Both are important industri- 
ally and both furnish good drill upon careful manipulation 
of tools and material. The increased use of the box as a 
method of handling goods for the market, and the great 
variety of boxes used, show the value of the field for school 
purposes. 

Many uses of the box occur to the live teacher. The 
collection of materials for science, the storage of small sup- 
plies, the planting of seeds, exhibits of illustrative material of 
many kinds, and the meeting of temporary needs as they 
appear, all furnish interesting connections between the hand 
work processes and the uses of box problems. Special 
shapes and types of construction not illustrated in this chap- 
ter will be needed, but the drawings and directions may be 
of service in making these adaptations. 

It is obvious in public school classes, especially in the 
lower grades, that simple hand processes where the pupil 
makes the entire project from beginning to end, must form 
the basis for a course in elementary construction. 

It is desirable, however, that common factory methods 
of box making be illustrated and described, and if possible 
a few pieces of work turned out by a modification of this 
duplicating process. 



58 PAPER AND CARDBOARD CONSTRUCTION 

The arrangement of box problems by grades with 
kinds of material to be used, is as follows: 

First Grade 

121 Square box (Thin tag board) 

122 Square tray (Medium tag board) 

123 Rectangular tray (Heavy tag board) 

Second Grade 

221 Small square box (Box board) 

222 Rectangular open box (Box board) 

223 Box with reinforced corners (Box board) 

Third Grade 

321 Covered small box (Box board and plain cover paper) 

322 Pencil box with fitted cover (Box board, plain cover paper, 
manilla wrapping paper) 

323 Candy box (Folding bristol) 

324 Folding box (Folding bristol) 

Fourth Grade 

421 Pin box with cover (Box board and plain cover paper) 

422 Post card box (Box board) 

423 Original box (Thin straw board, plain cover paper, rough 
cover paper) 

424 Pen box (Straw board, box board, plain cover paper, marble 
paper) 

425 Sliding box (Box board, cover paper) 



: BOX PROBLEMS 



121. Square Box 

1 piece Thin tag board 9"x"9 

Glue or paste 

Scissors 






EZL 



F! 


Q 
"1 






1 f/tONT | 



TAGBOARD9 ff x9" CREASED AND CUT PARTLY FOLDED BOX COMPLETE 
DIRECTIONS 

a. Fold upper right corner to upper left corner, crease 

and open 

b. Fold upper right corner to center of top, crease 

and open 

c. Fold upper left corner to center of top, crease and 

open 

d. Fold lower left corner to upper left corner, crease 

and open 

e. Fold lower left comer to center of left edge, crease 

and open 

f. Fold upper left comer to center of left edge, crease 

and open 

g. Cut as indicated by dark lines 

h. Fold laps inside of box and paste or glue to ends 

NOTE 

As this box is too flimsy for most uses, it is well to re- 
peat the problem with thicker tag board, if time permit. 
By cutting and folding as shown below, a hollow cube may 
be made for further practice, or to illustrate cubical form. 
While paste may be found easier to use, glue is much more 



PAPER AND CARDBOARD CONSTRUCTION 



satisfactory if properly handled. It may be found more 
convenient to secure stock 8 n x8" in place of 9 n x9" 



A 




' ' "11 

3 ...J 












1 TOF> 






C 




D 








L _ _ _ 1 


- . _ 1 




FRONT 





122. Square Tray 

1 piece Medium tag board 6 n x6" 

Glue or paste 

Scissors 



SHOWING FOLDS 
AND CUTS 







































1 1 






1 



FRONT AND BACK 
FOLDED UP 



- 




















































1 1 

rof> 

1 1 










FAOftr 





TRAY COMPLETE 



DIRECTIONS 

a. Fold right to left and open 

b. Fold right and left to center and open 



BOX PROBLEMS 



01 



c. Fold bottom to top and open 

d. Fold bottom and top to center and open 

e. Fold right edge to right crease, left edge to left 

crease, bottom edge to bottom crease, top edge 
to top crease, opening after each folding 

f. Cut as indicated by heavy lines 

g. Fold laps up at right angles 

h. Fold bottom and top edges up to make front and 

back of tray 
i. Fold ends up and glue or paste to laps 



123. Rectangular Tray 

1 piece Heavy tag board 4 n x4" 

Glue or paste 

Scissors 




II rRONT \ 



STEPS IN MAKING RECTANGULAR TRAY 



DIRECTIONS 

a. Fold bottom to top, bottom to center, bottom to 

bottom crease, and open 

b. Fold top to center, top to top crease, and open 

When opened flat it will look like the first drawing 

c. Fold left to right edge, left to center, left to left 

crease, and open 



KJ PAPER AND CARD BOARD CONSTRUCTION 

d. Fold right to center, and cut along new crease with 

scissors 

Dotted line in second drawing shows part removed 

e. Fold cut edge to old center, as shown in second 

drawing 

When opened flat this will look like the third drawing 

f. Cut along heavy lines for laps 

Shown in fourth drawing 

g. Fold laps up, and fold front and back 

Shown in fifth drawing 
h. Fold ends up, and paste or glue to laps 
Shown in last drawing 
NOTE 

A great variety of rectangular shaped boxes or trays 
may be made as indicated in these three problems. As 
planned for the first grade, rule measurements are omitted 
in each case. More difficult constructions are reserved for 
later grades. 



221. Small Square Box 

1 piece Box board 3"x3" 

Glue 

Rule, pencil, scissors 



"**.? 




BOX BOARD 

3"x3 n 



LAID OUT BOX 
PARTLY FOLDED 



FINISHED BOX 
THREE VIEWS 



DIRECTIONS 

a. Measure from each corner of 3" square piece of box 
board a distance of M n along each edge, and 
connect points, forming inner square and laps 
Shown in first drawing 



BOS PROBLEMS 



b. Fold laps up, and fold front and back 

Shown in second drawing 

c. Fold ends up, and glue to laps 

Shown in last drawing 
NOTE 

As this is the first box problem involving rule measure- 
ments, care must be taken that pupils learn how to find the 
inch and half inch before beginning the work. The rules 
used should have as thin edges as possible in order to bring 
the markings as near the work as possible. The back of 
the rule should be used for a straight edge in drawing all 
lines. 



222. Rectangular Open Box 

1 piece of Box board 6"x9" 

Glue 

Rule, pencil, scissors 





V 


. 














j 














BOX BOARD LAID OUT BOX COMPLETE 

DIRECTIONS 

a. Lay out horizontal measurements from drawing, 

which may be placed upon the black board 
Make short marks at top and bottom and connect 

b. Lay out vertical measurements at right and left 

edges and connect 

c. Cut along heavy lines for laps 

d. Fold laps up at right angles and fold sides up at 

right angles 

e. Fold ends up and glue to laps 



64 



PAPER AND CARDBOARD CONSTRUCTION 



NOTE 

It is best to begin measuring from a clear mark a little 
distance from edge 
such 



=¥=? 



4= 



of rule, if 

rules be available, 

as indicated in the 

sketch. It is best also to make all measurements in one 

direction without moving the rule, so as to avoid multiplying 

errors. Pupils must be kept on their guard in adding the 

smaller measurements. 



223. Box with Reinforced Corners 

1 piece Box board 6"x9" 

1 piece Grooved stay tape, 4" long 

Rule, pencil, scissors 









V- 


5 * 


V* 






! 



-1 



STOCK CUT TO SIZE 4«x9" AND FINISHED BOX 

DIRECTIONS 

a. Cut box board 4 n x9" 

b. Lay out lines on all sides, 1 " from edge 

c. Cut away corners as indicated in drawing 

d. Use the straight edge of rule and the dull points of 

scissors and score on the lines for folding 
This will allow the board to be bent without cracking ir- 
regularly 



BOX PROBLEMS 



65 



e. Fold up sides and ends 

Do not (old much beyond a position which is at right 
angles with the bottom 

f. Cut four pieces of the stay tape each slightly less 

than 1 ■ in length 

g. Moisten tape and put in place on outside of corners 

Hold sides of box and tape in proper position until the 
tape sticks 
NOTE 

The following drawing may be used in place of the 
above or the wider box may be made as an extra problem. 











*3t~*7* 


> 

A 




r*r 





JL 



flttzD 






STEPS IN MAKING BOX WITH REINFORCED CORNERS 

321. Covered Small Box 

1 piece Box board 6 M x9" 
1 piece Plain cover paper 6 M x9" 
8" Stay tape, paste 
Rule, pencil, scissors, 











J*<4?" 


X 




*'**? 













jfju&t 






**<&< 





r 


■ 




ii , „ ,,ii 



BOX CUT OUT COVER OF BOX FINISHED BOX AND 

Wx5M" 4H+"x5VS+" COVER 

DIRECTIONS 

a. Lay out and cut box and cover to measurements 

b. Cut plain colored cover paper from same measure- 

ments, but with a little extra paper all around 
This should not be over T"B"" on all sides 



66 



PAPER AND CARDBOARD CONSTRUCTION 



c. Fold box and fasten corners with stay tape, cutting 

tape even with top and bottom edges 

d. Paste colored paper over box 

e. Fold cover and try on box to see if size is correct 

Cover must be large enough to slide easily but closely over 
box 

f. Fasten corners of cover same as box with stay tape 

g. Paste colored paper over cover 
NOTE 

It may seem desirable in this first problem of fitting a 
box to omit the use of the colored paper, or to make two 
boxes, one with the paper finish and one without. 

322. Pencil Box with Fitted Cover 

2 pieces Box board 6"x9" 

2 pieces Plain cover paper 6"x9" 

1 piece Manilla wrapping paper 

At least l"xl6", or2"x8" 
Glue, paste 
Rule, pencil, scissors 











e"*7 m 


^ 

,»<! 




t"*7' 













e^A^-f 






jTsj* 





BOX CUT TO SIZE, 4"x9 n 



COVER OF BOX, 3K+"x8^*" 









e>/>* 


\ 




t'4?" 













2+A7+ 






/- Jf 7+' 





PAPER OUTSIDE FOR BOX, 4"x9" 



PAPER OUTSIDE FOR COVER, 4"x9" 



BOX PROBLEMS 



67 



DIRECTIONS 

a. Lay out and cut box and cover, and paper outside 

for each, leaving laps on outside pieces as indi- 
cated 

b. Fold box and fasten corners with 1 " square pieces 

of manilla paper glued around joint 

c. Paste colored paper over box with lap around the 

corner and end pasted over lap 

d. Fold cover and try on box to see if size is correct 

e. Fasten corners of cover same as box with manilla 

paper M"xl n 

f. Paste colored paper over cover, using extra width 

to fold inside 
NOTE 

Two extra pieces of plain cover paper of a different 
shade of color from that used on the outside, may be used 
for lining the box and cover. 

323. Candy Box 

1 piece Folding Bristol 9"x 12" 

Glue 

Rule, pencil, scissors 



-^ 



-£- 



'*3~~ 



\ / 



V 



^3F 



BOX CUT TO SIZE, 9H9V, 



SIDES FOLDED ENDS FOLDED 



68 PAPER AND CARDBOARD CONSTRUCTION 

DIRECTIONS 

a. Lay out and cut along heavy lines 

b. Fold up along light lines and open flat 

c. Refold along vertical lines and glue long lap inside 

d. Leave under pressure until next day 

e. Next day, fold ends in place 

NOTE 

Varied sizes of this same box may be made from the 
9"xl2 M stock, and heavy tag board may be used in place 
of bristol board. Pupils may be directed to determine their 
own proportions for a box, or they may make the following: 



-*-*** 



> 



— $• 



iti 



LARGER BOX MADE FROM 9"xl2" STOCK 



In place of either of these boxes, or as an extra problem, 
the box illustrated on the next page may be made. Taking 
this as a type, other schemes for fastening may be devised 
by the pupil. It may seem desirable to give a large piece 
of stock and remove the size limitations necessary for the 
9"x12". Any of the boxes shown may be given a handle 
of narrow cotton tape cut thru one side and glued within. 



BOX PROBLEMS 



J[ irt 









c 



vfiV,'- 



_ 

r 

- 


/ 










- r" 







ANOTHER WAY OF MAKING THE CANDY BOX 



324. Folding Box 

1 piece Folding bristol 9"xl2" 
Rule, pencil, scissors 



4y 



Tf 



*- 




rnr 



= d^ & 



K 



] EH 



BOX CUT OUT 6"x9" METHOD OF FOLDING 

DIRECTIONS 

a. Lay out from drawing and cut along heavy lines 

b. Fold sides AA over BB, and fold side lap up at 

right angles 

c. Fold sides BB up at right angles to bottom of box 

Side laps will be seen standing up at right angles to bottom 
also 

d. Open box flat 

e. Fold ends CC over DD, and fold end laps up at 

right angles 

f. Fold four inner corner laps KK up at right angles 



70 



PAPER AND CARDBOARD CONSTRUCTION 



Fold ends DD up at right angles to bottom of box 

and unfold flat 
Refold sides at right angles to bottom 
Refold ends at right angles to bottom 

The three upper views at the right of drawing show the sides 
up and the ends ready to fold 
Fit the laps KKKK between folds of the sides and 

let ends CC fold over side laps to make box 

rigid 

The two bottom views at the right of drawing show the 
finished box 



NOTE 



This type of box has the advantage that it can be in- 
stantly opened flat, and as quickly refolded, and held with- 
out the use of glue. It is possible to make a cover for this 
by changing the measurements slightly and repeating the pro- 
cess. Tag board may be used in place of folding bristol 
for this box. Exact work is necessary in laying out, in cut- 
ting, and in folding. 

421. Pin Box with Cover 

1 piece Box board 6"x9 n 
1 piece Cover paper 9 M x12" 
1 piece Stay tape 8" long 
Rule, pencil, scissors 









^ 




/ 




s / 


\A 




A 






C 




D 


-/- 


+2 '" >- 


«/- 










B 


1 




£ 


\A 





















BOX CUT OUT TOP AND SIDE OF COVER 



BOX PROBLEMS 71 

DIRECTIONS 

a. Cut one piece box board 4^"x4M" for bottom 

b. Cut another piece of box beard 4%"x4%" for 

the cover 

c. Cut two pieces of cover paper each 2/^"x1 1" for 

finishing sides 

d. Cut one piece cover paper, 2"x2" for finishing top 

e. Lay out lines on both pieces of box board 1 " from 

all edges 

f. Cut away corners AAAA on box and cover 

g. Score on lines with back of scissors and fold sides 

up at right angles 
h. Cut 8 pieces of stay tape, each %" long 
i. Moisten stay tape and stick on outside of corners 
j. Apply paste to the sides of the cover of the box 
and press the strip of cover paper in place, B, so 
that both edges may be folded, — one over the 
edge of the box board to the inside of the box, 
and the other pasted down on the top of the 

box, C 

Do not cut corners when folding here 

k. Apply paste to the piece of cover paper 2"x2", 
and press in place on top of box, D 
The side of the cover is shown at E 

1. The processes given under "j" are repeated for the 
bottom of the box 

NOTE 

If desired, the cover paper 2"x2" for the top may be of 
a different color than the paper for the sides. The border 
which is indicated as M" on each side may be wider or 
narrower as the pupil may choose. 



72 



PAPER AND CARDBOARD CONSTRUCTION 



422. Post Card Box 

1 piece Box board 9"xl2 n 

Glue 

Rule, pencil, scissors 




STOCK 6"xl2" CUT TO SIZE 
DIRECTIONS 

a. Locate and draw center line lengthwise of board 

b. Measure each side of the center line distances as 

indicated in the drawing 
Measure up from the bottom as indicated in the 

drawing to locate the horizontal lines 
When all vertical and horizontal lines are drawn 

proceed to lay out for the angular cuts 
Make pencil marks heavy to show where to cut 

away 

f. Cut on heavy lines 

g. Fold on lightlines, considering the form and how it is 
to be glued together 

h. Glue with all tabs on the inside 



c. 



e. 



BOX PROBLEMS 



73 



423. Original Box 

2 pieces Thin straw board 9 n xl2 n 

2 pieces Plain cover paper 9 n x12 n 

2 pieces Rough cover paper 9 n x12 w 

Binding tape, glue, paste 

Rule, pencil, scissors (chip carving knife if desired) 



J s - H t- *i -i 



a 


h-/4f*i 




1 




m e z H ,_. ^i 

$ 

__ _± 



I I 1 I 

BO 



FOUR SUGGESTED SHAPES FOR B0XES,-A, B, C, D 
DIRECTIONS 

a. Follow directions from number 42 1 , except that the 

straw board should be scored on both sides with 
the back of the scissors before folding 

b. Cover both box and cover outside with rough cover 

paper 

c. Line both box and cover with plain cover paper 



74 



PAPER AND CARDBOARD CONSTRUCTION 



NOTE 

An unlimited opportunity is offered here for the pupil 
to work out original shapes of boxes for varied uses. The 
four drawings are given only as a suggestion for possible 
shapes which can be made from the stock supplied. An 
attempt is made in each case to get an interesting varia- 
tion in the proportion of side, top and end. If enough 
time can be given to this phase of the work, it may be well 
to have each pupil make several boxes of the same type, 
gradually developing the ability to do a first class piece of 
special work. 



424. Pen Box 

1 piece Straw board 4"x4M" (or 6"x4M") 
1 piece Box board (or Pulp board) 2"xl2" 
If more convenient use all box board or all straw board 
1 piece Plain cover paper (or Marble paper or 

Plated paper) 4^"x 12" 
1 piece Plain cover paper, different color, 3"x6" 
Glue, paste 
Rule, pencil, scissors, knife, cutting board 





■ 








fJL 




el 




! 1 




1 ! 


.> 


B 




r ,- 


-L /-*"■ 1 


m ,- 


4*/ jr "-l / ' 


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STOCK CUT TO SIZE FOR PEN BOX 



BOX PROBLEMS 75 

DIRECTIONS 

a. Cut box board A, for sides of box, %"x1 1", and 

crease as indicated for folds 

b. Make end G, a little thinner by scraping or cutting 

with scissors or knife 

c. Cut straw board B, for bottom of box 

If heavy material be used, it may be given cut to size with 
a card cutter, or pupils may cut it with a knife and 
straight edge upon a piece of cloth board 

d. Cut box board C, for sides of cover, %"x12", and 

crease for folds 

e. Cut straw board D, for base of cover 

f. Cut two pieces of plain cover paper E, 1 M"x1 2", 

for finishing outside of box and cover 

g. Cut plain cover paper F, for finishing top of cover 

of box 
h. Fold A and glue around B with lap G inside, and 
paste cover paper E around sides and bottom of 
box and down inside 
Long creases of E are shown in drawing 

i. Fold C and D in same manner and cover sides 
j. Paste cover paper F over center of top of cover 

NOTE 

This type of construction is very common for small 
boxes, but requires careful fitting. It makes a first class 
problem for repeated work, and may be made in place of 
number 423. A second box of this type is made by pupils 
very much better than the first. 



76 



PAPER AND CARDBOARD CONSTRUCTION 



425. Sliding Box 

1 piece of Box board 9 M x 12" 
1 piece of Cover paper 9"x1 2" 
1 piece Stay tape 4" long 
Paste, glue 
Rule, pencil, scissors 



_ 7 
s 



\-zi- 



£~ 



CASE FOR BOX, CUT TO SIZE 



CASE FOLDED BOX CUT TO SIZE 



DIRECTIONS 

a. Cut one piece box board 4 n x8%" for case A 

b. Cut one piece of box board 4M M x5M n for box C 

c. Lay out the measurements for case as indicated on 

drawing A 

d. Fold to shape as indicated at B 

e. Spread glue on the inside of the % n fold and glue 

case together 

When glue begins to stick the case may be pressed flat 
and weighted 

f. Lay out lines % tt from all edges on box board'for 

box C 

g. Cut away corners 

h. Fold up sides and ends 



BOX PROBLEMS 77 

i. Cut four pieces stay tape each M" long 

Manilla paper may be used here if desired as in number 
322 

j. Fasten corners in place with the stay tape or 

with manilla paper 
k. Cut one piece of the cover paper 5"x9 M to cover 

the case 
1. Cut strips of cover paper 2" wide and long enough 

to reach around the sides of the box 

This length may be determined by each pupil separately 
m. Paste these strips of paper around the sides of the 

box in the same manner as in number 42 1 

n. Paste cover paper around case and fold edges in 

at ends 

These ends must be folded in carefully and pressed smooth 
or the box will catch and tear them up when sliding thru 

NOTE 

By using tough paper instead of the stay tape a closer fit 

may be made and a smoother slide will result. 

The bo»es which have been explained are perhaps 
sufficiently varied in construction to suggest any type of box 
which may be desired for primary handwork. Boxes with 
tied covers have been purposely omitted as being less satis- 
factory as finished articles or as having only temporary 
fastenings. This is in line with the stated purposes of the 
book to emphasize the simpler and more typical and practi- 
cal problems for school use. 

On the next page is illustrated the entire arrangement 
of box problems, with names, numbers, and recommended 
sizes. 



78 



PAPER AND CARDBOARD CONSTRUCTION 



zfirtffcp 




SQUARE BOX AMD CUBE 




RECTANGULAR OPEN BOX 



u. 



32 1 



COVERED SMALL BOX 




123 




221 


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miAKMAR 'Wr SMALL 



SQUARE TRAV 



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225 



SOXES WITH REINFORCED CORNERS 



322 



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322 



/S £'A7 m 



PENCIL BOXES MTH FITTED COVER'S 



323 



323 



323 



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SMALL AND LABSER CAAIDV SOXES 



324 



FOLDING BOX 



s/3g*6 2 ORIGINAL BOX 

POST CARD BOX 

BOX PROBLEMS ARRANGED BY GRADES 



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423 




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PEN BOX 


MIDING BOX 



CARD PROBLEMS 79 

IV 

CARD PROBLEMS 

CARD mounts furnish a fine field for a study of pro- 
portion in simple and effective arrangements of rect- 
angular shapes, and they give a good place for the 
study of color relations. In the study of pictures an interest 
is added in the making of suitable mounts. In some cases 
pictures suitable for framing may be mounted by the child- 
ren. This mounting work may be handled as a subject by 
itself, and pictures supplied as needed, or in connection with 
the work in drawing and art study. In many cases the 
drawings of the children are good subjects for mounting. 

A frequent demand for proper mounts for illustrative 
matter such as grasses and samples of papers and fabrics is 
met by having mounts of heavy material made as needed. 
Magazine illustrations related to school subjects furnish end- 
less features proper for mounting in the hand work class. 
Mounts of uniform size for filing enable the teacher or pupil 
to have availabe at all times supplementary illustrations of in- 
teresting details of school work. The blue prints and charts 
mentioned in the note number 433 are especially valuable 
both as exercises and finished products. While the cutting 
and placing of pictures and illustrative material do not require 
much calculation or difficult manipulation, they do require 
care and accurate judgment and neat workmanship and so 
have a place in a primary handwork course. 



80 PAPER AND CARDBOARD CONSTRUCTION 

Besides the making of mounts, whether of heavy cov- 
er paper or mounting boards, there are many other problems 
which may be grouped as card problems, to be made of 
tag board and heavy cover papers. These are arranged in 
places in the schools where they can be handled successfully, 
and it will be seen that they give a good drill upon careful 
measuring and cutting to the line. The list may be extend- 
ed indefinitely, especially if compasses be available. The 
extensive use of the compass is not advised where the pupils 
are required to make their own designs as they can seldom 
produce good outlines based upon compass curves. 

The arrangement of card problems and materials by 
grades is as follows: 

First Grade 

131 Mounted drawings (Heavy cover paper, gray drawing paper) 

132 Book marks (Medium tag board) 

133 Calendar (Heavy cover paper or mounting board) 

Second Grade 

231 Desk blotters (Blotting paper and heavy cover paper) 

232 Photo mount (Heavy cover paper) 

233 Glass cover (Heavy tag board) 

Third Grade 

33 1 Post card (Medium or heavy tag board) 

332 Page holder (Heavy cover paper) 

333 Shipping tags (Heavy tag board) 

Fourth Grade 

43 1 Postal scale ( Marble board and bristol board ) 

432 Folder picture mount (Heavy cover paper or mounting board) 

433 Desk pad (Straw board, heavy cover paper, thin cover paper ) 



CARD PROBLEMS 



131. Mounted Drawings 

1 piece Heavy cover paper 9"x 1 2" 

1 piece Gray drawing paper 9 n xl2" 

Paste 

Rule, pencil, crayon, scissors 


















U AST 







ONE POSSIBILITY FOR FOUR MOUNTS 
DIRECTIONS 

a. Cut two or more mounts from the 9 n xl2" sheet 

of heavy cover or mounting paper 
In the cut is shown how (our mounts of different sizes and 
shapes may be cut from the large sheet 

b. Cut as many pieces of drawing paper as there are 

mounts 

Each piece of drawing paper should be of such size and 
shape as will look well when mounted 

c. Make drawings on pieces of drawing paper 

d. Mount drawings by fastening the two upper corners 

with a little paste 
NOTE 

The teacher may determine the number, size, and 
shape of the mounts. The pupils have a chance to study, 
under the teacher's direction, the size and proportion of the 



tSZ PAPER AND CARDBOARD CONSTRUCTION 

pieces of drawing paper when these are being cut to size. 
Color is important here. To simplify matters for public 
school work the mounting paper may be of a medium or 
dark gray and the drawing paper of a lighter gray. The 
same idea works out well in tones of brown. 

The directions given above may be reversed and after 
drawings are made and drawing paper cut, the mounts may 
be made of suitable size and proportion to fit the drawings. 



132. Book Marks 

I piece Medium tag board 6"x9" 
Rule, pencil, scissors 



n 



n 



n 



w 



FOUR BOOK MARKS FROM 6 n x9 » STOCK SAME PIECES WITH OTHER BORDERS 



DIRECTIONS 

a. The teacher should determine beforehand several 

rectangular shapes which can be cut from the 
6"x9" piece 

Four pieces of different sizes and shapes are shown in the 
drawings 

b. Have the pupils lay off on the piece of tag board, 

shapes as nearly as possible like those shown by 

the teacher 

This laying out is done without measuring. The teacher 

should indicate the method of procedure by making a 

drawing on the blackboard 



CARD PROBLEMS 



c. After all the pieces are cut to the desired rectangu- 

lar shapes, lines are drawn across the corners 
with the rule to indicate the parts to be cut 
away 

d. Some simple line or band decorations may be put 

on with pencil or crayon 

NOTE 

In place of following the teacher's arrangement of 
shapes from a blackboard drawing, pupils may be encour- 
aged to make their own designs and border decorations. 
In some cases other forms of decoration may be attempted, 
if the teacher be competent to set adequate limitations. 



133. Calendar 

I piece Heavy cover paper, 6 H x9", or heavy mounting 

paper 
1 Calendar about 1 M"x2" 
1 Picture, — halftone or photograph 
Paste 
Rule, pencil, scissors 

DIRECTIONS 

a. Cut mount to size and shape which 

is determined by the size and 
shape of the picture combined 
with the size and shape of the 
calendar pad 

b. Consider the spaces left at the sides 

and top and bottom, consider 
also the proportion of these spaces 
with the spaces occupied by the 















oppoft 









picture and pad 



TYPICAL ARRANGE- 
MENT OF MOUNT 



84 



PAPER AND CARDBOARD CONSTRUCTION 



c. When picture and pad are satisfactorily located 

make light pencil marks at the corners in order to 
know just where they are to be replaced in pasting 

d. Paste picture in place 

e. Paste calendar in place 
NOTE 

A piece of mounting board may seem more suitable, 
especially if one wishes to stand the calendar upon a shelf. 



231. Desk Blotters 

1 piece Blotting paper 9"x 1 2" 

1 piece Heavy cover paper 6 n x9" 

2 Long narrow pictures about Wx5^s n 
Paste, colored cord (or narrow ribbon) 
Rule, pencil, scissors, punch 




BLOTTERS TIED UNDER COVER 

DIRECTIONS 

a. Cut four pieces blotting paper each 3 n x8 n 

b. Cut two pieces heavy cover paper each 3 n x8" 

c. Punch holes at each end and tie one piece of 

cover paper over two pieces of blotting paper 
with colored cord or narrow ribbon; make two 
models 

d. Trim pictures to desired size and paste in place 
NOTE 

One of these may be used by the pupil, and the other 
used as a gift, or saved for exhibit purposes. 



CARD PROBLEMS 



232. Photo Mount 

1 piece Heavy cover paper 6"x9" 

Unmounted photograph or small colored poster 

or a colored magazine illustration 
A black and white halftone or line drawing will do if noth- 
ing else be available 
Paste 
Scissors 



SUGGESTIONS FOR PROPORTION IN MOUNTING PANEL PICTURES 
DIRECTIONS 

a. Cut out picture 

b. Select suitable color in mounting paper 

Dark colors can best be used with photographs and with 
colored pictures. White and lighter colors are suitable 
for line drawings and halftones. Gray is more likely to 
be used successfully than any other color. Black may 
be used in place of dark colors 

c. Cut mount in good proportion and paste 

Get variation in sizes, and have bottom margin larger than 
side margin. Avoid over crowding and too striking con- 
trasts 



OTHER SUGGESTIONS FOR MOUNTING 



86 

NOTE 



PAPER AND CARDBOARD CONSTRUCTION 



In case there are any especially good pictures, they 
may be mounted first upon paper with a narrow margin and 
then mounted upon the larger mount as illustrated at the 
left and right of both drawings. 



233. 



Glass Cover 

1 piece Heavy tag board 6"x9" 

Rule, pencil, scissors (also compass if available) 



A 


/ c \ 

3g*3g 




\ / 


X 


a 


\ 


/ L 




\ 


/ 




6"x9" STOCK LAID OUT 


MARKING 


COMPLETED 


CTIONS 


OCTAGON 


COVERS 


a. Lay out from drawing 







Make A and B 3" square, make C 33^" square, next to A 
and at the top of card, make D 3}^" square, from lower 
right corner of card 

b. Cut out A, B, C, and D 

A and B are to be cut into regular octagons later, C and 
D will remain only approximately regular 

c. Lay out square A as a regular octagon from second 

drawings 

Draw diagonals and measure distance from corner to 
center with strip of paper or tag board, lay this out 
from each corner along adjacent sides as shown for one 
corner in the drawing, connect the points as indicated, 
cut off comers 

d. Decoration by means of border lines or simple cen- 

ter pattern may be added 



CARD PROBLEMS 



87 



NOTE 

A convenient use for this model is to cover a glass of 
liquid, which for any reason, as for sickness, must remain for 
a time unused. If compasses be available, the octagon 
may be laid out more easily by swinging the distances from 
the corner with them. In place of an octagonal cover, a cir- 
cular one may be made with a radius of 1 K" or 1 M". 
The decorations may be made with a brush and water 
color or with pen and ink or with pencil. 

331. Post Card 

1 piece Medium or heavy tag board 6"x9" 
Rule, pencil, scissors 








THREE STYLES OF POST CARD 3%"x53 



DIRECTIONS 

a. Lay out and cut to size one or two cards 

Sizes may vary from 3"x5" to 33^"x6" 

b. Put border along top or around the card with rule 

and pencil 

Pen and ink or water color may be used in place of pencil 

c. Address the card to self or to a friend 

If to be used to send a message to a friend, note may be 
written and stamp affixed in class, and information given 
regarding postal rates and the postal system 



PAPER AND CARDBOARD CONSTRUCTION 



332. Page Holder 

1 piece Heavy cover paper 6"x9" (or 3 n x6") 
Rule, pencil, scissors, punch 

A few punches will be enough for the whole class 




2"x6» STOCK LAID OUT FINISHED PIECE 

DIRECTIONS 

a. Lay out vertical measurements 

See first drawing 

b. Lay out horizontal measurements and punch four 

holes as illustrated 
See second drawing 

c. Cut inside lines for tab, cut corners from tab at 

C C, and cut outside corners B B 

See last drawing 
NOTE 

Two of these may be made, or one may be changed 
to other proportions. If the 3 n x6" stock be used, only one 
can be made of the given size. The use of the page holder 
as a marker in a book or magazine is obvious. 

333. Shipping Tags 

1 piece Heavy tag board 6"x9" 

1 piece String 1 n long for fastening 

Glue 

Rule, pencil, scissors 



a 



*■*- 



TAG LAID OUT TO SIZE 



CARD PROBLEMS 



DIRECTIONS 

a. Cut four pieces of tag board each 2M"x4" 

b. Cut eight pieces of tag board each M n x^" 

c. Draw center lines lengthwise of each large piece 

d. At two end corners lay off points K n each way 

and connect these points with lines 
See right of drawing 

e. Cut on these lines 

f. On center line /£" from end, glue one of the small 

pieces of tag board. Glue another on the other 
side directly under the first square 

g. Punch a hole thru these squares when the glue is 

dry 
h. Pieces of string or wire may be put in ready for 
use 
NOTE 

Very often there are small pieces of tag board that are 
left from other exercises which may be used in making the 
shipping tags. It may be well in small classes to use an 
eyelet to add strength. Other shapes may be made, 
especially increase in length. 



431. Postal Scale 

1 piece Marble b< 
1 piece Bristol board 6"x9" 
1 piece String 30" long 

1 Top shot wad or small square of Marble board 
30 pieces Heavy tag board 3"x6' ? 
For use of entire class for weights 
Glue, 2 eyelets 

Rule, pencil, scissors, punch, compass 
A strip of paper with a pin thru one end and a pencil point 
thru the other will serve for a compass 



90 



PAPER AND CARDBOARD CONSTRUCTION 




FINISHED POSTAL SCALE 



DIRECTIONS 

a. Cut one piece marble board 5/^"x8/^ n 

b. Cut one piece bristol board same size 

c. Rub a thin coat of glue on the marble board, place 

bristol board on the glued surface and press hard 
Glue must be spread evenly and boards placed under a 
heavy weight 

d. When glue is dry, draw center line lengthwise of 

bristol board 

e. Measure down 3^" on center line for hole at A 

Punch and set eyelet 

f. Locate hole at B 

Put in eyelet % n from top and 1%" from center line 

g. Cut one piece of string about 6" long and tie in 

hole at A 

This is to be made into a loop for hanging 
h. Thread the remaining string thru the hole at B 
i. Punch a small hole in the center of the paste board 

shot wad and thread both ends thru it 

Tie a knot at the ends of the string at D 



CARD PROBLEMS 91 

j. Locate the lines at E as follows: Take as many 
pieces of tag board 3"x6" as will weigh one ounce 
and place in the string at F; now suspend the 
scale by the short string in A and place a point 
at E which shall represent one ounce on the scale. 
A two ounce mark or a half ounce mark may be 
located in the same manner with the proper num- 
ber of card weights 

NOTE 

This scale may be used to weigh letters and parcels 
up to two or three ounces and if made carefully is quite re- 
liable. If possible, the work should be placed in some sort 
of clamp or press as soon as it is glued. If nothing better 
be available heavy weights may be used. Always place 
clean pieces of paper on each side of the work while it is 
being pressed. 

If a simpler process be desired, a piece of heavy tag 
board or heavy bristol board may be used alone, thus doing 
away with the difficulty of gluing. 



432. Folder Picture Mount 

1 piece Heavy cover paper 6"x9" 

Or 9 M xl2" if necessary 
1 piece Cover paper 6"x9" 

Of different color than above 
Paste 
Rule, pencil, scissors 



PAPER AND CARDBOARD CONSTRUCTION 














V'- 



□ 



TWO FOLDERS OPEN TO SHOW MOUNTING 



FOLDER CLOSED 



DIRECTIONS 

a. Cut inside mount for picture and paste at top 

Allow a little distance at sides and top and rather more at 
the bottom, being sure that the color goes well with the 
picture 

b. Cut outside folder, crease, and paste mounted pic- 

ture on right inside page of folder 
Select color that will go well with both picture and inside 
mount, and be careful of proportions 

c. Outside of folder may be given a simple decora- 

tion if desired 
See drawing at right 

NOTE 

If intended to stand upon a shelf or table it will be 
better to use mounting board or heavy mounting paper in 
place of the cover paper. 



433. Desk Pad 

1 piece Straw board 8"xl 1", cut from 9"x12 n 

1 piece Heavy cover paper ^x^" 

1 piece Heavy cover paper (different color), or 

binders' cloth 6"x9 n 
1 piece Thin cover paper 9"xl2 n 
1 piece Blotting paper 9"x 12" 
Paste, glue 
Rule, pencil, scissors 



CARD PROBLEMS 




STEPS IN MAKING DESK PAD— 8 "x 11" 

DIRECTIONS 

a. Place the piece of heavy cover paper on the straw 
board and cut the corners off as shown in the 
drawing at A 

The corners should be cut far enough away from the cor- 
ners of the straw board so that when the paper is folded 
over the edges it will completely cover the straw board 
at the comers 



94 



PAPER AND CARDBOARD CONSTRUCTION 



b. Paste the folded edges of the paper down to the 

straw board as shown at B 

c. Cut one piece of heavy cover paper, or the binders* 

cloth, 5M"x5/^ n to make the four corners 

d. Make the corners as follows: (See drawing below) 

1 . Fold bottom edge to top edge and crease; open 
again 

2. Fold left edge to right edge and crease; open 
again 

3. Fold in each edge about H n and crease; open 
again 

4. Cut off corners within V^ of intersections of last 
folds 

5. Cut on the folds thru the center of the sheet 
which will divide the paper into four equal parts 

6. Fold "a" to "b" in each section 




e. Fasten corners in place using paste or glue under 

folds only, as shown at E on page 93 

f. Cut one piece of thin cover paper 7M n xlOM n 

g. Paste this in place and press firmly as at C 

The front of the desk pad is shown at D 

NOTE 

A sheet of blotting paper 8"x 1 1 " may be cut and 
placed at D if desired. In addition to the desk pad, it may 
be well to make large mounts for blue prints and charts and 
other illustrative material. 

Upon the opposite page are shown the full number of 
card problems which have been suggested. 



131 




CARD 


PROBLEMS 




132 


132 


132 


n I 


| l 


(ft 


II 


u 




J 


Eac 
BOO 


h — 4g L ong 

K MARKS 



96 



133 























CAiSJDAR 






<*£>' 



mowed sm/ms 



CALENDAR 



23 



111 \i 



a-fS* BLOTTERS 



232 

















jfx 


6 ' 



PHOTO MOUNT 



233 




GLASSCMR 



33 1 



n 



» 



rasr £v*/pz> 



332 



^32 



I --^T? I :=== ^J 



PAGE HOLDERS 



333 






SHIPPING TAG 



A3\ 



432 



433 




CARD PROBLEMS ARRANGED BY GRADES 



96 PAPER AND CARDBOARD CONSTRUCTION 

V 

ENVELOPE PROBLEMS 

ENVELOPES and paper sacks are typical problems for 
paper construction and are varied enough in shape to 
suit the abilities of pupils of different ages. The mak- 
ing of envelopes is of importance industrially, altho, of course, 
automatic machinery takes the place of most of the hand 
processes. Yet there is enough similarity between the hand 
and the machine process to make the type of construction 
evident. Careful "laying out", cutting, folding, and gluing 
are necessary for successful work and must be insisted upon 
at all times. 

To keep up the interest in the making of envelopes, 
several forms are introduced, and the uses of the finished 
envelopes are different. Mailing envelopes are made in 
many shapes and sizes and from different materials. Filing 
envelopes are made in different proportions to fit particular 
uses, and increasing in difficulty as different school grades are 
reached. Paper sacks are included with the envelope pro- 
blems as they are of the same general character. 

Many uses for the envelopes and sacks will suggest 
themselves and different constructions may be made as other 
needs appear. It is hoped that teachers will find in these 
outlines constant hints for new ways to attack the problems 
in paper and card board work, but it is also expected that 
a reasonable number will always have a definite line of 
problems to present to pupils, and will not hesitate to give 
such directions as will make the work clear to the pupil. 



ENVELOPE PROBLEMS 97 

More freedom may well be allowed in the uses of the en- 
velopes as made, than in the methods of making them. As 
suggested for the card problems, there is a good deal of il- 
lustrative material which should be saved for future reference, 
and which if mounted or saved in envelope files would be 
convenient of access as needed. Certain of the envelope 
files will be found convenient for newspaper clippings, and 
others for magazine illustrations. 

The arrangement of envelope problems by grades is as 
follows: 

First Grade 

141 Envelope folder (Thin tag board or heavy cover paper) 

142 Square envelope (Book paper or cover paper) 

143 Pocket for clippings (Thin tag board) 

Second Grade 

24 1 Paper sack (Thin cover paper or manila wrapping paper) 

242 Mailing envelope (Bond paper or flat writing paper) 

243 Long mailing envelope (Bond paper) 

Third Grade 

34 1 Photo filing envelope (Light or medium tag board) 

342 Long filing envelope (Medium tag board) 

343 Large filing envelope (Medium or heavy tag board) 

Fourth Grade 

441 Sack with folds (Thin cover paper) 

442 Flat envelope file (Medium tag board, binders' cloth, cloth 
board, marble paper) 

443 Book envelope file (Medium tag board, cloth board, binders' 
cloth, marble paper) 



98 PAPER AND CARDBOARD CONSTRUCTION 

141. Envelope Folder 

1 piece Thin tag board or heavy cover paper 

6"x9" 
Paste 
Rule, pencil, scissors 



[c . - & 




FOLDER CUT TO SIZE 



PARTLY FOLDED 



FINISHED 



DIRECTIONS 

a. Place the sheet of paper with the long edges in a 

horizontal position 

b. Fold left edge nearly to center of sheet and crease 

c. Fold right edge nearly to center of sheet and crease 

d. Open to original position 

e. Fold bottom edge up nearly two-thirds of the dis- 

tance to the top edge and crease 

f. Fold top edge down nearly to folded edge at bot- 

tom, crease and open 

g. Cut away corners as indicated in drawing at A, B, 

CD 

These cuts may be made at an angle as shown in drawing, 
or they may be made on folded lines 
h. Refold all parts 



ENVELOPE PROBLEMS 



NOTE 

Different shaped folders should be made if time per- 
mit. It may be well to apply paste for about one-half inch 
in width along the inside edge of bottom lap and press firmly 
in place to make a regular envelope in place of the envelope 
folder. 



142. Square Envelope 

1 piece Book paper or cover paper 9"xl2" 

Paste 

Rule, pencil, scissors 



i y s 




• / 

* o 

/ 

/ 

/ 


• \ y 
i y N 


y 


y 






1 N. ' 

X ' N 

i X. / 

if- . 


\ y 

y *>. 

_ _ _ ^j 






/ \ 
f \ 

Vs 




STEPS IN MAKING SQUARE ENVELOPE 



100 



PAPER AND CARDBOARD CONSTRUCTION 



DIRECTIONS 

a. Fold one short edge to one long edge and crease 

on diagonal fold 

b. With paper in this position cut away the three inch 

strip 

This leaves the paper 9" square 

c. Fold the other diagonal 

d. Fold A to B, and C to D 

As shown in first drawing 

e. Fold bottom up, — E to F 

As shown in second drawing 

f. Fold top down, — I to J 

As shown in third drawing 

g. Open top part back to original position, and with 

rule draw pencil line from K to L, and M to L 
h. Open all folds and cut away portions G and H 
i. Fold in sides and paste at D 
j. Apply paste at edges of bottom fold and press into 
place 
NOTE 

Step "h" may be omitted to simplify the work and the 
paper left square but the folds will be more clumsy 



143. Pocket for Clippings 

1 piece of Thin tag board 9 n xl2 n 

Paste 

Scissors 





POCKET CUT TO SIZE 



POCKET FOLDED 



ENVELOPE PROBLEMS 



101 



DIRECTIONS 

a. Cut sheet to 9 n x9" as directed in 1 42, "a" and 'V 

b. Fold other diagonal 

c. Fold in the four corners about one-half inch past 

the center of the sheet, and in the following order, 
— A, B, C, D, as shown in drawing 

d. Unfold top part, D 

e. Cut on fold E F 

f. Paste as in 1 42 

241. Paper Sack 

1 piece Thin cover paper or manilla wrapping 

paper 9"x 12" 

Paste 

Rule, pencil, scissors 




ZT-1 



PAPER SACK CUT TO SIZE 
DIRECTIONS 

a. Place the sheet of cover paper with the long edges 

in a horizontal position 

b. Fold the left edge to within about one inch of the 

right edge and crease 

c. Fold the remaining one inch to the left and crease 



103 



PAPER AND CARDBOARD CONSTRUCTION 



d. Fold the bottom up about one inch and crease 

e. Open the whole sheet and cut away the parts as 

shown in the drawing 

f. Refold in the same order and paste the laps on the 

outside 
NOTE 

If desired small notches may be cut in the top edge 
after it is pasted to give a closer resemblance to the usual 
form. 

242. Mailing Envelope 

1 piece Bond paper or flat writing paper 9 n xl2 n 

Paste 

Rule, pencil, scissors 




ENVELOPE CUT TO SIZE 



ENVELOPE FOLDED 



a. 



DIRECTIONS 

With sheet on desk and long edges in horizontal 
position, lay out as indicated in drawing 
The following order is suggested: 

(1) Locate and draw horizontal lines, making measurements 
from the bottom of the sheet 

(2) Locate and draw vertical lines, making measurements 
from left edge of sheet 

(3) Locate and draw slanting lines 



ENVELOPE PROBLEMS 



103 



b. Call attention to all cutting lines and consider shape 

c. Cut to lines 

d. Fold on light lines 

e. Consider final shape 

f. Paste end laps 

g. Paste bottom lap 



243. Long Mailing Envelope 

1 piece Bond paper 9"xl2 n 

Paste 

Rule, pencil, scissors 




ENVELOPE CUT TO SIZE ENVELOPE FOLDED 

DIRECTIONS 

a. Lay out in same manner as 242 

Do not consider rounded corners until whole problem is 
laid out in straight lines 

b. Lay out rounded corners with pencil without meas- 

urements 

The teacher should show on the blackboard how much the 
corners are to be rounded 

c. Cut to shape 

d. Fold and paste as in 242 

341. Photo Filing Envelope 

1 piece Light or medium tag board 6"x9" 

Glue 

Rule, pencil, scissors 



104 



PAPER AND CARDBOARD CONSTRUCTION 




PHOTO FILING ENVELOPE 
DIRECTIONS 

a. Locate and draw lines for folds as indicated in the 

drawing, — the first K n and the second 4M" from 
the left edge 

b. Locate and draw a line M n from the bottom edge 

and parallel to it 

c. Draw the short slant lines as indicated 

d. Consider the shape to which the material is to be cut 

e. Cut on lines indicated 

f. Fold on light lines and consider final appearance 

g. Spread glue on laps and press firmly in place 

NOTE 

The bottom should be folded up on the outside while 
the lap on the side may be folded either on the inside or on 
the outside. This envelope is suitable for filing 4 n x5 n dry 
plates or films or unmounted photographs. Mounted photo- 
graphs not over 4 M n x5M B can be filed comfortably in an 
envelope of this size. 



342. Long Filing Envelope 

1 piece Medium weight tag board 6"x9 n 

Glue 

Rule, pencil, compass, scissors 



ENVELOPE PROBLEMS 



105 



Y 






'\r-2f— 


\ / 


X 



■) 



LONG FILING ENVELOPE 
DIRECTIONS 

a. Lay out lines for folds and cuts according'to dimen- 

sions on the drawing 

The order of procedure is suggested by directions in num- 
ber 341 

b. Draw center line as shown in drawing 

c. With compass set at 1 M" radius describe an arc 

as shown at A. The center for this arc will be 
outside the sheet of tag board and any piece of 
waste paper may be used on which to extend the 
center line. The location of this center may be 
determined by the pupil 

d. Cut, fold, and glue in same manner as in number 

341 



343. Large Filing Envelope 

1 piece Medium or heavy tag board 9"x12' 

Glue 

Rule, pencil, scissors 



106 



PAPER AND CARDBOARD CONSTRUCTION 



Jl 



P 



*g 



\ V 



\ 



** - 



Z± 



H 



/ 



, c 



^J 



LARGE FILING ENVELOPE 



DIRECTIONS 



a. Place the sheet of tag board on the desk with the 

short edges in a horizontal position 

b. Begin at left edge and make measurements on both 

top and bottom as follows, — 2% n from left edge, 
4M n from last point located, then 2^" from last 
point 

c. Draw vertical lines thru these points 

d. In the same manner locate and draw the horizontal 

lines 

e. Locate points and draw lines for the slanting cuts 

f. Consider final shape before cutting 

g. Cut to shape indicated by heavy lines 
h. Fold on light lines 

i. Consider the construction of the finished envelope 

as shown in the second drawing 
j. Apply a thin coat of glue to the laps and press 

firmly in place 

The top lap is left without gluing 



ENVELOPE PROBLEMS 



107 



441. Sack with Folds 

1 piece Thin cover paper 9"x12" 

Paste 

Rule, pencil, scissors 











i 


1 


1 <z- 




<z-'\ 


A 






1 e 








*0) 






b'\ 








\-2i + 


*2i' 


*1 


-4 ' " *. 


— tg- 


&\ 






^3 " 




I 










L__J 



/2" 






e 


B 





y 



£ 



STEPS IN MAKING SACK WITH FOLDS 
DIRECTIONS 

a. Place the sheet on the desk with the long edges in 

a horizontal position 

b. Fold the left edge over to right 4/^", a to a' 

c. Fold right edge to left 8M", b to b' 

x represents the end view when folded 

d. Paste the lap a' b' from end to end 



108 PAPER AND CARDBOARD CONSTRUCTION 

e. When the paste is sufficiently dry move the lap 

joint to the right 1 M" and crease edges in this 

position 

Shown in B, and in end view "y" 

f. Consider opening in rectangular form as at C which 

is an end view 

g. Fold in sides as shown at D and press flat 
h. Fold up bottom about 1 " as at E 

i. Cut away the unnecessary material in this fold and 
paste as shown in F 
Only one thickness of paper should be left to paste 

442. Flat Envelope File 

4 pieces Medium tag board 9"xl 2" 
1 piece Cloth board 9"x 12" 

These may be cut to sizes required 
1 piece Binders' cloth 6 n x 1 8" 
1 piece Marble paper 9 n xl2 
Paste, glue 
Rule, pencil, scissors 

DIRECTIONS 

a. Lay out four envelopes from tag board according to 

dimensions in drawing 

b. Fold on light lines with part A folded first 

This brings the visible edge of the joint in the center of the 
envelope as shown in drawing at B 

c. Fold up bottom lap 

d. Glue each joint carefully and place under a weight 

until dry 

e. Lay out curve at top end of envelope and cut to 

line as shown at B 

f. Cut binders' cloth to size for the folded hinge at 

bottom ends of envelopes 

At F and G are shown two methods of hinging. At F 
the file is used without the cover boards, while at G the 
folded hinge is fastened into a cloth covered case. An- 



ENVELOPE PROBLEMS 



109 



^i-U/4— 



\ / 



1 



N 



£■ V<^ 




/ !\ 



I r—Jj . I t I 

^ *i — ^k_^-*j L 



c 



D 



L 




Si 




1 , 
1 ! 

1 

1 
-1. - 


T 




i 



■?£■ 



— 4— /*£. 



v^' : 



THREE STEPS IN MAKING FLAT ENVELOPE FILE 



110 PAPER AND CARDBOARD CONSTRUCTION 

other form of this case is shown at H with a lap around 
one end, this being the form for which material is in- 
cluded in foregoing list. If hinge is to be made as at F, 
cut the binders' cloth as shown at C, 5 n x7 n and make 
folds 3^" apart alternating up and down; if as at G, cut 
as shown at E, 5"x9" and fold in same manner 

g. Apply glue to envelopes and set into folds of bind- 
ers' cloth 
See illustrations at F and G 

NOTE 

If a cover is desired it may be made as shown at Q 
by fastening two pieces of cloth board or marble board to- 
gether with a piece of binders' cloth 4"x5" D, and gluing 
the hinges on the inside of the board covers. Another form 
of cover is shown at H. Here binders' cloth may be used 
for the hinges only or the whole cover may be covered with 
it. Corners may also be made as an additional problem. 
Covers should be lined with marble paper. 

If much filing is to be done a filing case as shown in 
the drawing on next page will be found convenient. 

This case is made as follows: 

a. Cut soft wood base M"x5% n x1 1M" 

b. Cut two soft wood ends M M x5^ M x8% n 

c. Cut two cloth board sides each 8%"x12 M 

Use No. 15, 20 or 25 stock 

d. Fasten the ends of the base with 1 M M brads 

e. Fasten the sides to ends and base with M" flat 

heads, thin 

f. Cover corners with stay tape or 1 M" strips of bind- 

ers' cloth 

g. Cover sides and ends with marble paper or cover 

paper 



ENVELOPE PROBLEMS 



111 



2. 



^5~ 



°0 



r 

1 


1 
V ! 


i 


i 
1 


1 

t 


:tr:\ 



i 

DESK FILING CASE FOR 5"x7^ n ENVELOPES 

It may seem desirable to line the case with marble 
paper or cover paper to make a better inside appearance. 
In this case, either the outer or inner paper should be car- 
ried over the top edge. 



443. Book Envelope File 

4 pieces Medium weight tag board 9"xl2" 

2 pieces Cloth board 3M»x8 M (cut from 9"xl2 n ) 

1 piece Binders' cloth 9"x12" 

1 piece Marble paper 9"x12 M 

Paste, glue, eyelets, string 

Rule, pencil, scissors, eyelet punch 



112 



PAPER AND CARDBOARD CONSTRUCTION 



y/^ 




\ 


-f 








,1 

1 








T 
1 " 


I 


\ / 




~*g'-i 


^■fg-r* 


+-*/~ 


*=?/- 




-« 




A?' — 










K-i 



^ ii 





ENVELOPE AND CASE FOR BOOK ENVELOPE FILE 
DIRECTIONS 

a. Lay out four envelopes from tag board according 

to dimensions given in drawing 
For order of operations in laying out envelopes see number 
242, on page 102 

b. Fold and glue 

Fasten bottom lap over end laps as illustrated above 

c. Punch holes and set eyelets in envelopes 

Locate holes near bottom corners 

d. Cut binders; cloth to 9'^IOM" 

Save remaining strip for "i" on the next page 



ENVELOPE PROBLEMS 113 

e. Place the two pieces of cloth board on the binders' 

cloth and make pencil lines around them 
Make sure that the distance between the boards is the same 
OM") at both top and bottom 

f. Cut corners away as shown 

Enough cloth should be left at the corners so that when it 
is folded it will completely cover the cloth board 

g. Apply glue to the cloth board and press into place 

Glue must be spread thinly and evenly 
h. Fold cloth over edges of boards, and glue 
i. From remaining strip of binders* cloth, cut a piece 

This is to be glued down the center of the back, inside, to 
make the hinge stronger and more durable 
j. Cut two pieces of marble paper 3/£"x7M M 
k. Paste marble paper inside of covers H 9 from edges 
1. Punch holes in cover in such positions as will coin- 
cide with the holes in the envelopes, and set 
eyelets 

There should be a margin between the outer edges of the 
envelopes and the edges of the cover of about %" 
m. A shoe lace or piece of strong black cord may be 
used to hold envelopes in place in the cover 

NOTE 

The envelope problems suggested on the preceding 
pages represent some variety in an important line of paper 
construction. Other styles and shapes will suggest them- 
selves. 

On the next page the full sequence of envelope 
problems is arranged for comparative study. 



114 



PAPER AND CARDBOARD CONSTRUCTION 




ENVELOPE EOLbEFt 



142 




\43 




SQUARE ENVELOPE 



pocnet sw cufma 



24\ 



242 



243 




>~^ 




<*~2d$&> 






MAILING ENVELOPE 


LONG NWUNC ENVELOPE 



342 



nm 



LONG FJLING ENVELOPE 



343 



I 4JJ7jf\ 



LARGE FILWC ENVELOPE 



44 I 



44Z 



<443 





3AOf WITH FOLDS 



FLAT ENVELOPE FILE 




BOON ENVELOPE FILE 



ENVELOPE PROBLEMS ARRANGED BY GRADES 



PLANNING OF COURSES 115 



VI 

PLANNING OF COURSES 

VW/HILE the preceding chapters describe what may 
W seem to be desirable sequences for use in schools, 
the authors do not wish to recommend that all 
teachers who use the book shall follow such an arrangement, 
but prefer to have the book suggestive to any one who may 
have the work of planning courses in paper and cardboard 
construction. Such courses will vary as the point of view 
varies. The educational ideals of a community, the re- 
quirements of a superintendent, or the particular interests of 
the supervisor may affect the whole scheme of organization. 
After an analysis of the fundamentals in planning a course 
and a brief statement of some of the recognized points of 
view, four schemes are given as typical outlines of courses 
of study. 

FUNDAMENTALS IN PLANNING 
In planning a course of study in any subject, the first 
matter demanding attention is the formulation of definite 
aims which may be accomplished thru the course. The 
more definite and specific these become the better can a 
course be adjusted to meet them. The ideals of the local 
school system may form the background for this determina- 
tion, the point of view of its officers and the training and 
experience of the special supervisor must all be considered; 
the details of the regular course of study and of the school 
administration and the wishes of teachers in the lower grades 



116 PAPER AND CARDBOARD CONSTRUCTION 

all effect the purpose and scope of the course, but these 
are only a starting point for a systematic statement of such 
particular aims as can reasonably be expected to have a 
place in a rational course of study. 

The supervisor's first duty then is to determine the 
purpose of the course as a whole and the purposes of the 
different parts of such course, either by grades or by prin- 
cipal divisions of the subject. Some of the purposes for 
the course as a whole are named in the next section as 
"Points of View." The purpose back of this book is in- 
dicated in the introduction. Purposes for the principal di- 
visions of paper and cardboard work as described here are 
given at the beginning of chapters II, HI, IV and V. 

The next matter requiring attention is the determination 
of the things which shall be made and what information 
shall be acquired in the progress of instruction. On pages 
119 to 122 different arrangements of the course are 
indicated, and steps in the making of each problem are 
given on pages 1 6 to 113. This detailed analysis includes 
the number and name of each problem, the material and 
equipment needed by the pupil, a working drawing, direc- 
tions for making the problem, and supplementary notes. 

The planning of a course should at least be suggested by 
the supervisor altho many details may be left to the individual 
teacher. When it comes to methods of handling the work 
in the class room, they should be left largely or entirely to 
the teacher in charge of the room. The relations of the 
supervisor to the teacher are indicated in chapter VIII. It 



PLANNING OP COURSES 117 

is important to remember here that as far as the planning of 
a primary handwork course is concerned, the supervisor 
must: (a) determine the purposes of the course, (b) outline 
the content of the course in its best arrangement of detail, 
(c) see that such methods are used as will bring proper 
results. 

THE NUMBERING SYSTEM 
In order that the supervisor may be able to indicate 
briefly the various problems in a course, it is desirable that 
some simple symbol be used, and a numbering system has 
been selected for use here. The numbering system throuout 
the book is as follows: There are three numbers em- 
ployed for each problem and they read from the left as 
follows: 1 2 1 (one-two-one) square box. 4 3 3 (four- 
three-three) desk pad. 

The first number at the left represents the grade in 
school: 

1 (one) referring to the first grade 

2 (two) referring to the second grade 

3 (three) referring to the third grade 

4 (four) referring to the fourth grade 

The second number, in the middle, represents the group 
from which the problem is selected: 

1 (one) referring to the group of book problems 

2 (two) referring to the group of box problems 

3 (three) referring to the group of card problems 

4 (four) referring to the group of envelope problems 

The third number at the right represents the intended 
sequence of the group in each grade: 

1 or 2 or 3 referring to the first or second or third 
problem of the selected group and in the particular 
grade. 



118 PAPER AND CARDBOARD CONSTRUCTION 

The following table represents the arrangement by 
grades and by groups: 

FIRST SECOND THIRD FOURTH 
GRADE GRADE GRADE GRADE 



Book Problems 


1 1 1 


2 1 1 


3 1 1 


4 1 1 




1 1 2 


2 1 2 


3 1 2 


4 1 2 




1 1 3 


2 1 3 


3 1 3 


4 1 3 




1 1 4 


2 1 4 


3 1 4 


4 1 4 




1 1 5 


2 1 5 


3 1 5 


4 1 5 




1 1 6 


2 1 6 
2 1 7 


3 1 6 


4 1 6 
4 1 7 


Box Problems 


1 2 1 


2 2 1 


3 2 1 


42 1 




1 2 2 


222 


32 2 


42 2 




1 2 3 


2 2 3 


32 3 
32 4 


42 3 
42 4 
42 5 


Card Problems 


1 3 1 


2 3 1 


3 3 1 


43 1 




1 3 2 


2 32 


3 3 2 


4 3 2 




1 3 3 


2 3 3 


33 3 


4 3 3 


Envelope Problems 


; 1 4 1 


24 1 


34 1 


44 1 




1 42 


242 


342 


442 




1 43 


2 4 3 


34 3 


44 3 



Variations from this order are suggested in the following 
pages but the numbers may still be used for purposes of 
classification. 



PLANNING OF COURSES 119 

In the determination of purposes for the handwork 
course the following points of view are significent: 

THE POINT OF VIEW 

The point of view in planning a course in primary 
handwork may be that of a logical arrangement of pro- 
cesses of handling materials so as to bring in a progress from 
easy to difficult, and to have each exercise prepare for the 
next. The use of the projects may take a secondary place 
or may correlate by running in a parallel direction, the work 
being modified so as to give the desired sequence and at the 
same time meet the uses which appear from time to time. 
Information regarding industrial phases of the work may be 
given in connection with the sequenced problems. 

The point of view may be the grouping of types of 
construction with the emphasis placed upon a logical ar- 
rangement of processes as before or upon the meaning of 
the subject matter. The general arrangement of the prob- 
lems in this book is of four groups distributed over the first 
four grades. Within each group there are sequences ar- 
ranged in order of difficulty. There seems to be an advan- 
tage in this arrangement in the printed book as it enables 
the teacher to follow each group of problems from beginning 
to end. In a course of study, such an arrangement gives 
the child enough of each kind of problem to keep up the 
interest and to give an adequate view of the type of work. 

The point of view may be that of the thought side 
involved and the projects be so planned that they will be- 
come a part of an organized study of details of selected in- 
dustries. Handwork becomes in this case of secondary im- 
portance and the informational values predominate. The 
making of things is then for illustrative purposes, to make 
ideas more definite, to give a more adequate notion of pro- 
cesses of manufacture, or to teach the nature of materials thru 



130 PAPER AND CARDBOARD CONSTRUCTION 

their manipulation. This informational value should always 
be present in some degree, but the emphasis may not al- 
ways be placed upon the ideas involved. 

The point of view may be the technical value of the 
skill involved in the making of the different projects. This 
skill may be the beginning of a general dexterity and con- 
trol of the hand and eye or it may be the beginning of a 
special skill related to the particular type of work. This 
skill comes largely thru continued drill upon a few opera- 
tions with a concentration of attention and effort. For a 
general dexterity and fundamental training of the hand as a 
foundation for special skill in later work, two or three re- 
peats should generally be enough. These must require the 
best interest and diligence of which the pupil is capable, for 
real growth. For special skill in the particular operations it 
is necessary to repeat a process many times, or until it be- 
comes nearly automatic, and this usually has no place in the 
public schools, or at least not in the lower grades. Where 
this special skill is desired, many of the problems suggested 
in this book will be found of value in repeat work. It must 
be recognized however that commercial processes include 
devices and kinks which save time and labor, and where 
many repeats are looked for, these should be employed. 
References covering this subject are indicated in the biblio- 
graphy. 

The point of view may be as an aid to art teaching, 
the providing of small objects suitable for decoration, or fur- 
nishing an outlet for the design of paper and cardboard 
work. Too often does the art teacher find it difficult to 
give adequate directions for making boxes, booklets, enve- 
lopes, and card problems, and the outlines here given will 
aid in such work and enable the art teacher to plan parallel 
courses in drawing and construction. The paper and card- 



PLANNING OF COURSES 121 

board construction in this case assumes a position supplemen- 
tary to the drawing course, and may have its arrangement 
determined by the organization of the work in drawing. 

The point of view may be that of an aid to teaching 
any or all of the regular elementary studies, and such prob- 
lems selected as will meet needs of the class room as they 
appear from time to time. As an example, a scrap book 
may be made when collections of illustrative material need 
a permanent mounting. It is important here to realize that 
only such work should be given as will meet the range of 
the pupil's ability. Such work in any case loses all of its 
definiteness and becomes unsystematic, but may be of ser- 
vice to other subjects so as to warrant its becoming a small 
part of a public school course. 

The point of view may be that of method in teaching, 
and the planning of the primary courses in handwork may 
have as its first consideration the handling of the work in class, 
including the method of presentation, a study of the cost and 
care of equipment and supplies, and the apportionment of 
time to the different branches. Handwork may be a method 
only and have no special content of its own. Of the things 
which seem desirable to teach in the elementary school, it 
is found that some can best be taught in the handwork class. 
Of the habits which seem desirable to train, it is found that 
some can be well emphasized in the handwork class. Thus 
handwork in some places has no identity as a subject, but 
is a way of handling certain other school subjects. 

The point of view may be the building around centers 
of interest. Such features of social activity as occupations, civic 
life, the home, and holidays may become central thoughts in 
a part of the elementary curriculum, and stories, number 
work, descriptions, drawing, and the making of things, all 
serve to add meaning to the ideas involved. This studying 



14Z PAPER AND CARDBOARD CONSTRUCTION 

of the interests of children with the endeavor to meet them 
has become the most significant feature in many schools and 
details of the course have been modified as needed to meet 
these interests. In such places the suggestion of such prob- 
lems as are described in this book does not need to concern 
itself with any logical arrangement of processes. 

Whatever the point of view, the planning of a course 
is one of the important functions of the supervisor of primary 
handwork and should be given its due consideration. The 
determination of the purpose or point of view, the outlining 
of such details of the course as will carry out the purpose, 
and the making of suggestions of methods for handling these 
details belong to the supervisor. 

ARRANGEMENT OF PROBLEMS 

There are different ways of grouping the problems in 
each grade, so as to bring in a sequence of manipulations of 
increasing difficulty. It is also possible to arrange several 
sequences, each more or less independent of the others but 
enabling the pupil to profit constantly from his previous ef- 
forts. Four arrangements are suggested: 

A First grade: — book problems, box problems, card pro- 
blems, envelope problems 
Second grade, third grade, and fourth grade: — same group- 
ing as for first grade but with added difficulty in each 
grade 
This grouping is the most systematic and logical 
B Each grade: — a problem or two from each group 
above, and then a repeat from each group 
These changes may seem desirable for the sake of variety 
and interest 
C Each grade: — a selection of problems from each group 
arranged in the order of difficulty for the entire scheme 
regardless of the classification of problems 
This arrangement may seem a little disjointed in content, 
but furnishes a very definite line of training for the child 
and may prove more interesting than "A" or "B" 



PLANNING OF COURSES 123 

First and second grades: — arranged as in "A" 

Third and fourth grades: — a concentration upon one or two 

groups of problems for most of the work of an entire 

year 
This arrangement furnishes a training in technical skill not 

possible with the other arrangements 



PROBLEMS GROUPED FOR EACH GRADE 
Groups of problems for each grade are outlined below 
as suggested at "A". The full arrangement of problems 
with a statement of the new processes or those especially 
emphasized in each problem, by grades, is given below. 
It is understood that nearly every problem involves some re- 
peat of former processes, besides the new processes. Many 
of the problems may be omitted if there is not enough time, 
but some problems should be taken from each group. 

FIRST GRADE 

BOOK PROBLEMS 

I. 111. Mounting folders - - page 1 6 

Folding, creasing, cutting picture, pasting picture 

II. 112. Booklet folder - - page 17 

Tearing edge, gluing or pasting narrow edge 

III. 1 1 3. Pocket note books - page 1 8 

Folding for 8, 12 and 16 pages, sewing single section 
thru three holes, tearing leaves apart 

IV. 114. Book of color schemes - page 2 1 

Study of color samples, selection of colors, mounting 
colors 
V. 115. Drawing book - page 22 

Folding wide opening book, making drawings in book 
VI. 1 16. Laundry list - - page 23 

Fastening eyelet, tying cord, writing title on outside 

BOX PROBLEMS 

VII. 121. Square box - - page 59 

Folding stiff material, gluing square corners 



124 PAPER AND CARDBOARD CONSTRUCTION 

VIII. 122. Square tray - - page 60 

Folding and gluing narrow folds 

IX. 123. Rectangular tray - page 61 

Folding, cutting, and gluing heavy material 

CARD PROBLEMS 

X. 131. Mounted drawings - page 8 1 

Studying proportions and mounting with paste 

XI. 1 32. Book marks - - page 82 

Determining outline and planning border, making line with 
pencil or crayon 
XII. 1 33. Calendar - - page 83 

Mounting of picture and calendar together 

ENVELOPE PROBLEMS 

XIII. 141. Envelope folder - page 98 

Folding and cutting to folded line, and cutting off slant edge 

XIV. 142. Square envelope - - page 99 

Folding accurately to line and pasting neatly 
XV. 143. Pocket for clippings - page 1 00 

Careful cutting to folded lines 

SECOND GRADE 

BOOK PROBLEMS 

I. 211. Paper portfolio - - page 24 

Measuring for length, connecting points with pencil, and 
using stay tape over crease 

II. 212. Paper portfolio with laps - page 25 

Measuring for length, -three dimensions, laying out corners 

III. 2 1 3. Book of designs - page 26 

Sewing thru four holes, lettering cover 

IV. 2 1 4. Weather record - page 2 7 

Observation of weather and careful pasting of weather flags 

V. 215. Receipt book - - page 28 

Sewing several thicknesses of paper, gluing binders' cloth 

over outside fold 

VI. 2 1 6. Note book - - page 30 

Sewing two sections together, gluing book into cover 



PLANNING OF COURSES 135 

VII. 2 1 7. Paged blank books - page 3 1 

Numbering of pages, study of arrangement of pages 

BOX PROBLEMS 
VIII. 221. Small square box - - page 62 

Laying out box to dimensions, cutting and folding to 
measured lines 

IX. 222. Rectangular open box - page 63 

Laying out larger measurements, making two measure- 
ments with one setting of rule 

X. 223. Box with reinforced corners - page 64 

Scoring heavy material, use of stay tape on box corners 

CARD PROBLEMS 

XI. 231. Desk blotters - - page 84 

Cutting blotters to uniform size, punching and tying 
XII. 232. Photo mount - page 85 

Study of proportion and color in mounting, mounting 
upon double mounts 

XIII. 233. Glass cover - - page 86 

Laying out of octagons, making simple octagonal designs 

ENVELOPE PROBLEMS 

XIV. 241. Paper sack - - page 101 

Folding, and cutting long fold 
XV. 242. Mailing envelope - page 102 

Laying out several small measurements, careful pasting 
and folding 
XVI. 243. Long mailing envelope - page 1 03 
Laying out and cutting rounded corners 

THIRD GRADE 
BOOK PROBLEMS 

I. 311. Scrap book - - page 36 

Folding double center for book, gluing cover over leaves 
so as to make two sharp edges 

II. 312. Small sewed pamphlet - page 37 

Sewing two, three, four and five sections 

III. 3 1 3. Sewed pamphlet, reinforced back page 40 

Gluing binders* cloth around square corner fold 



126 PAPER AND CARDBOARD CONSTRUCTION 

IV. 314. Cloth covered portfolio - page 4 1 

Making of case for bookbinding: — pasting binders' cloth 
to cloth board, gluing laps down, pasting lining paper 
inside 

V. 315. Glued booklet - - page 42 

Gluing several sections one into another 

VI. 3 1 6. Cloth bound book - page 43 

Fastening sewed sections into case: — backing sections* 
gluing against covers, and lining 

BOX PROBLEMS 

VII. 32 1 . Covered small box - page 65 

Fitting cover to box, pasting colored paper over box and 
cover 

VIII. 322. Pencil box with fitted cover page 66 

Fastening corners with double paper 

IX. 323. Candy box - - page 67 

Making end folds, fitting laps at ends 

X. 324. Folding box - page 69 

Very accurate laying out and cutting, fitting of folded tabs 

CARD PROBLEMS 

XI. 331. Postcards - - page 87 

Neat cutting of heavy material, making banded decoration 

XII. 332. Page holder - - page 88 

Punching and cutting between holes, cutting corners 

XIII. 333. Shipping tags - page 88 

Laying out from center line, punching three thicknesses, 
tying loop 

ENVELOPE PROBLEMS 

XIV. 34 1 . Photo filing envelope - page 1 03 

Laying out with care to exact size, gluing neatly 

XV. 342. Long filing envelope - page 104 

Use of compasses, cutting of curved line 

XVI. 343. Large filing envelope - page 105 

Cutting and gluing large pieces of heavy material 



PLANNING OF COURSES 127 

FOURTH GRADE 

BOOK PROBLEMS 

I. 411. Pocket paper file - page 46 

Cutting of marking tabs, gluing of hinge 

II. 412. Desk paper file - page 47 

Cutting tabs from heavy material, gluing large pieces of 
stock 

III. 413. Note book covers - page 47 

Making hinge of binders' cloth, punching holes and set- 
ting eyelets 

IV. 414. Portfolio with cloth comers page 50 

Fitting of corners and back, gluing up carefully 

V. 415. Bound scrap book - page 5 3 

Combination of problems number 3 1 1 and 3 1 6 

VI. 416. Bound drawings - page 54 

Sewing thru cover and drawings 
VII. 4 1 7. Rebound book or bound magazines page 5 5 
Removing old covers and attaching canvas backing 

BOX PROBLEMS 
VIII. 42 1 . Pin box with cover - page 70 

Pasting cover paper over sides and cover of box 

IX. 422. Post card box - page 72 

Laying several measurements from center line, very care- 
ful folding, and neat gluing 
X. 423. Original box - page 73 

Designing box and making working drawing, cutting of 
straw board, lining of box and cover 
XI. 424. Pen box - - page 74 

Making of very accurate joints with straw board and box 
board 
XII. 425. Sliding box - - page 76 

Fitting of case to box 

CARD PROBLEMS 
XIII. 43 1 . Postal scale - page 89 

Gluing broad surfaces, marking with standard weights 
XIV. 432. Folder picture mount - page 91 

Studying good proportion for double mount 



128 PAPER AND CARDBOARD CONSTRUCTION 

XV. 433. Desk pad - - page 92 

Cutting and fastening of comers of heavy cover paper, 
fitting of blotters 

ENVELOPE PROBLEMS 

XVI. 441. Sack with folds - page 107 

Double folding for typical paper sack 
XVII. 442. Flat envelope file - page 108 

Making of flexible hinge, fitting of case to envelopes 
XVIII. 443. Book envelope file - page 1 1 1 

Punching and tying envelopes within case 

B 

PROBLEMS SELECTED FROM GROUPS 
The selection of problems from the book group, the 
box group, the card group, and the envelope group in reg- 
ular rotation has at least the advantage of adding the interest 
which comes from variety. The following arrangement is 
suggestive for this feature: (See B on page 122) 
FIRST GRADE 









Page 


I. 


111. 


Mounting folders 


16 


II. 


121. 


Square box 


59 


III. 


131. 


Mounted drawings 


81 


IV. 


141. 


Envelope folder 


98 


V. 


112. 


Booklet folder 


17 


VI. 


122. 


Square tray 


60 


VII. 


132. 


Book marks 


82 


VIII. 


142. 


Square envelope 


99 


IX. 


113. 


Pocket note books 


18 


X. 


123. 


Rectangular tray 


61 


XI. 


133. 


Calendar 


83 


XII. 


143. 


Pocket for clippings 


100 


XIII. 


114. 


Book of color schemes 


21 


XIV. 


115. 


Drawing book 


22 


XV 


116. 


Laundry list 


23 





PLANNING OF COURSES 


129 




SECOND GRADE 


Page 


I. 


211. Paper portfolio 


24 


II. 


22 1 . Small square box 


62 


III. 


231. Desk blotters 


84 


IV. 


241. Paper sack 


101 


V. 


212. Paper portfolio with laps 


25 


VI. 


222. Rectangular open box 


63 


VII. 


232. Photo mount 


85 


VIII. 


242. Mailing envelope 


102 


IX. 


213. Book of designs 


26 


X. 


223. Box with reinforced corners 


64 


XI. 


233. Glass cover 


86 


XII. 


243. Long mailing envelope 


103 


XIII. 


2 1 4 Weather record 


27 


XIV. 


215. Receipt book 


28 


XV. 


216. Notebook 


30 


XVI.. 


2 1 7. Paged blank books 

THIRD GRADE 


31 


I. 


311. Scrap book 


36 


II. 


32 1 . Covered small box 


65 


III. 


331. Post cards 


87 


IV 


34 1 . Photo filing envelope 


103 


V. 


312. Small sewed pamphlet 


37 


VI. 


322. Pencil box with fitted cover 


66 


VII. 


332. Page holder 


88 


VIII. 


342. Long filing envelope 


104 


IX. 


313. Sewed pamphlet with reinforced back 


40 


X. 


323. Candy box - 


67 


XI. 


333. Shipping tags 


88 


XII. 


343. Large filing envelopes 


105 


XIII. 


314. Cloth covered portfolio 


41 



130 PAPER AND CARDBOARD CONSTRUCTION 



Page 

69 
42 
43 



46 
70 
89 

107 
47 
11 
91 

108 
47 
73 
92 

111 
50 
74 
53 
76 
54 
XVIII. 41 7. Rebound book or bound magazine 55 

c 

PROBLEMS ARRANGED ACCORDING TO 

DIFFICULTY 

In the following, the problems are arranged in a sequence 

according to the difficulty of handling, regardless of groups 

of kinds of problems, as indicated at C on page 122. 

FIRST GRADE 

Page 

I. 111. Mounting folders - - 16 

II. 112. Booklet folder - - 17 

III. 115. Drawing book - - 22 



XIV. 


324. 


Folding box 


XV. 


315. 


Glued Booklet 


XVI. 


316. 


Cloth bound book 
FOURTH GRADE 


I. 


411. 


Pocket paper file 


II. 


421. 


Pin box with cover 


III. 


431. 


Postal scale 


IV. 


441. 


Sack with folds 


V. 


412. 


Desk paper file 


VI. 


422. 


Post card box 


VII. 


432. 


Folder picture mount 


VIII. 


442. 


Flat envelope file 


IX. 


413. 


Note book covers 


X. 


423. 


Original box 


XL 


433. 


Desk pad 


XII. 


443. 


Book envelope file 


XIII. 


414. 


Portfolio with cloth corners 


XIV. 


424. 


Pen box 


XV. 


415. 


Bound scrap box 


XVI. 


425. 


Sliding box 


XVII. 


416. 


Bound drawings 





PLANNING OF COURSES 


131 
Page 


IV. 


141. Envelope folder 


98 


V. 


113. Pocket note books 


18 


VI. 


116. Laundry list 


23 


VII. 


121. Square box 


59 


VIII. 


122. Square tray 


60 


IX. 


133. Calendar 


83 


X. 


1 42. Square envelope 


99 


XI. 


143. Pocket for clippings 


100 


XII. 


131. Mounted drawings 


81 


XIII. 


1 32. Book Marks 


82 


XIV. 


123. Rectangular tray 


61 


XV. 


114. Book of color schemes 
SECOND GRADE 


21 


I. 


211. Paper portfolio 


24 


II. 


212. Paper portfolio with laps 


25 


III. 


215. Receipt book 


28 


IV. 


231. Desk blotters 


84 


V. 


241. Paper sack 


101 


VI. 


232. Photo mount 


85 


VII. 


223. Box with reinforced corners 


64 


VIII. 


22 1 . Small square box 


62 


IX. 


213. Book of designs 


26 


X. 


222. Rectangular open box 


63 


XL 


2 1 4. Weather record 


11 


XII. 


2 1 6. Note book 


30 


XIII. 


242. Mailing envelope 


102 


XIV. 


233. Glass cover 


86 


XV. 


243. Long mailing envelope 


103 


XVI. 


2 1 7. Paged blank books 
THIRD GRADE 


31 


I. 


333. Shipping tags 


88 


II. 


332. Page holder 


87 


III. 


34 1 . Photo filing envelopes 


103 



PAPER AND CARDBOARD CONSTRUCTION 







Page 


IV. 


33 1 . Post card 


87 


V. 


311. Scrap book 


36 


VI. 


315. Glued booklet 


42 


VII. 


342. Long filing envelope 


104 


VIII. 


32 1 . Covered small box 


65 


IX. 


3 1 4. Cloth covered portfolio 


41 


X. 


322. Pencil box with cover 


66 


XI. 


343. Large filing envelope 


105 


XII. 


3 1 6. Cloth bound book 


43 


XIII. 


323. Candy box 


67 


XIV. 


324. Folding box 


69 


XV. 


312. Small sewed pamphlet 


37 


XVI. 


3 1 3. Sewed pamphlet with reinforced back 
FOURTH GRADE 


40 


I. 


42 1 . Pin box with cover 


70 


II. 


431. Postal scale 


89 


III. 


432. Folder picture mount 


91 


IV. 


411. Pocket paper file 


46 


V. 


433. Desk pad 


92 


VI. 


412. Desk paper file 


47 


VII. 


415. Bound scrap book 


53 


VIII. 


4 1 6. Bound drawings 


54 


IX. 


422. Post card box 


72 


X. 


413. Note book covers 


47 


XI. 


423. Original box 


73 


XII. 


424. Pen box 


74 


XIII. 


44 1 . Sack with folds 


107 


XIV. 


425. Sliding box 


76 


XV. 


4 1 4. Portfolio with cloth corners 


50 


XVI. 


442. Flat envelope file 


108 


XVII. 


443. Book envelope file 


111 


XVIII. 


4 1 7. Re-bound book or bound magazine 


55 



PLANNING OP COURSES 



PROBLEMS SELECTED FROM ONE GROUP 
Another way to arrange paper and cardboard prob- 
lems having peculiar advantages is by concentration of atten- 
tion and effort upon a more limited field of work, taking for 
instance the third grade for one group of problems such as 
book problems, and the fourth grade for another group, such 
as box problems. This concentration gives more ability in 
the lines undertaken, but does not open up so large a field. 
This work may follow either of the arrangements suggested 
for the first and second grades. 

FIRST GRADE 
See either of the three arrangements suggested on pages 
123, 128, and 130. 

SECOND GRADE 
See arrangements on pages 1 24, 1 29, and 131. 

THIRD GRADE 
Selections of book problems p age 

I. 311. Scrap book 36 

II. 312. Small sewed pamphlet - 37 

III. 3 1 3. Sewed pamphlet with reinforced back 40 

IV. 3 1 4. Cloth covered portfolio - 4 1 
V. 315. Glued booklet - - 42 

VI. 316. Cloth bound book - - 43 

VII. 411. Pocket paper file - - 46 
VIII. 412. Desk paper file - - 47 

IX. 4 1 3. Note book covers - - 47 

X. 4 1 4. Portfolio with cloth corners - 50 

XI. 415. Bound scrap book - - 53 

XII. 4 1 6. Bound drawings - - 54 

XIII. 417. Rebound book - - 55 

XIV. 417. Bound magazines - - 55 



134 PAPER AND CARDBOARD CONSTRUCTION 



FOURTH GRADE 




Selections of box problems 


Page 


I. 32 1 . Covered small box 


65 


II. 322. Pencil box with fitted cover 


66 


III. 323. Candy box 


67 


IV. 324. Folding box 


69 


V. 42 1 . Pin box with cover 


70 


VI. 422. Post card box 


72 


VII. 423. Original box 


73 


VIII. 424. Pen box 


74 


IX. 425. Sliding box 


76 



If there are not enough problems for the time available 
in either the third or fourth grades, the problems suggested 
should indicate types of book and box making which may 
help in original work planned by the student. There are 
enough possible problems in either book or box making to 
occupy all the handwork periods for both grades. It may 
seem better to reverse the arrangement and put the box prob- 
lems in the third grade and the book problems in the fourth 
grade. 

It should be remembered that a half year is about all 
that can well be allowed for paper and cardboard work in 
each grade, if clay work and basketry and weaving are also 
undertaken. 



A 



EQUIPMENT AND SUPPLIES 135 



VII 

EQUIPMENT AND SUPPLIES 

EQUIPMENT FOR THE CLASS ROOM 

S noted in the lists of materials required for the making 
of each problem, very few different pieces of equip- 
ment are required by any individual. The rule and 
scissors are required constantly, and should be ready for use 
at all times in good condition and with full count. If more 
than one kind of scissors be ordered for the different grades, 
small blunt pointed scissors are most suitable for the first and 
second grades, and larger sharp pointed scissors may be re- 
commended for the third and fourth grades. Rules suit- 
able for primary handwork should have a little extra dis- 
tance before the zero mark, and a little beyond the 1 2" 
mark as indicated in the drawing at the top of page 64. 
If separate rules be obtained for each grade, the following 
are recommended: First grade — straight edge without 
marks; Second grade — rule marked with inches and half 
inches; Third grade — rule marked with quarter inches; 
Fourth grade — rule marked with eighth and sixteenth inch- 
es. These articles may be collected each day or allowed 
to remain with the pupil. If collected, special boxes should 
be provided so that everything can have its own place. 

A medium pencil should be kept and handled by the 
same pupil at all times if possible, for sanitary reasons. A 
pencil eraser for each pupil will also be found a conven- 
ience. 

A good supply of needles should be on hand in each 
class room, a few punches including one or two with eyelet 
set combinations, at least one good glue brush, and several 



136 PAPER AND CARDBOARD CONSTRUCTION 

sticks of wood sharpened to a chisel edge for spreading glue. 
Where a very little glue is needed, a wood toothpick is sat- 
isfactory. A kitchen knife, especially if the edge be dulled 
over an oil stone, makes a good magazine opener, and one 
or two will be found a convenience in each room for book- 
let work. A few compasses are also desirable, and a chip 
carving knife is useful for heavy card work if the heavy 
stock is not cut to size before being passed. For this heavy 
cutting, a piece of 9 n xl2 n cloth board makes a good pro- 
tection for the desk. An eighteen inch steel straight edge is 
also an advantage in heavy cutting. For decorative work, 
such materials as are used in the drawing class will be found 
useful. These materials include: crayons, water colors with 
brushes, ink with pens and brushes. The following list may 
be taken as representing an adequate equipment for twenty 
five pupils in paper and cardboard construction in one room, 
including demonstration equipment for the teacher, but not 
including freehand drawing equipment: 



26 Scissors at 


15c to 25c 


$3.90 to 


$6.50 


26 Rules 


2c to 15c 


.52 to 


3.90 


26 Pencils 


3c to 5c 


.78 to 


1.30 


26 Erasers 


Icto 5c 


.26 to 


1.30 


3 Packages needles, 


No. 4, 


.12 to 


.15 


5 Eyelet punches 


25c to 90c 


1.25 to 


4.50 


5 Kitchen knives 


5c to 15c 


.25 to 


.75 


5 Compasses 


I0cto25c 


.50 to 


1.25 


5 Carvers' knives 


25c to 50c 


1.25 to 


2.50 


5 Glue brushes 


10c to 25c 


.50 to 


1.25 


5 Paste brushes 


10c to 25c 


.50 to 


1.25 


1 Steel straight edge, 


18" 
Total 


1.00 to 


2.00 




$10.83 to i 


>26.65 



EQUIPMENT AND SUPPLIES 187 

All of this equipment should be provided with neat 
racks or boxes, or at least should be kept at all times when 
not in use in a particular place in the teacher's storage clos- 
et. Nothing looks much worse in school than slovenly care 
of school apparatus. The supervisor should watch this 
carefully, and make suggestions as needed. 

STOCK ROOM EQUIPMENT 
If the school system be large enough to warrant it, a 

supply room for the supervisor should be provided with the 

following: 

1 Case containing sliding shelves for full sized sheets of paper 
and boards, one shelf for each kind of stock, and long 
doors extending from top to bottom over shelves. 

1 Case containing pigeon holes for 9"xl2" cut stock, 
shelves to be 1 2M n deep, and openings to be 9M"x 
9/^". An opening in each shelf for the hand assists in 
removing the paper. 

1 Case containing shelves and drawers for small cut stock, 
thread, stay tape, eyelets, binders* cloth and backing, 
paste and glue, and miscellaneous small articles. 

1 Case containing extra pieces of equipment and for storage 
of equipment during the vacation season. 

1 Card cutter with blade at least 1 5" in length. It is de- 
sirable to have such a cutter in each fourth grade room 
except for expense. A good card cutter may be ob- 
tained for from $7.00 to $25.00. 

1 Paper cutter to handle stock at least 20" wide. Cost 
varies from $50.00 to $150.00 according to size and 
strength, and whether for table or floor use. 
Such a stock room if sufficiently large may be used for 

all of the primary handwork. Stock of all kinds, yarns, 

raffia, reed, clay, and other supplies, should be kept in special 

cases. 



138 PAPER AND CARDBOARD CONSTRUCTION 

KINDS OF PAPER AND CARDBOARD 

Many kinds of paper are suitable for primary hand- 
work, and a few of them are used almost constantly, espec- 
ially cover papers, book papers, and tag boards. Other pa- 
pers are used but little, but are desirable in order that a 
wider acquaintance with paper qualities may be obtained. 
A collection of finished papers, and one showing stages in 
the manufacture of paper has an educational value well 
worth the effort necessary for making the collection. The 
following classification may be of value in the study of papers. 

The more important papers are: 

Print paper, — Unfinished surface, for newspapers and cheap 
poster work, made from fibres of straw, wood, grasses, 
and paper waste 

Book paper, — Machine finished surface, cheaper varieties 
made from wood fibres 

Writing paper, — Made with a surface suitable for ink, and 
with a firmness which will stand erasures, usually made 
from cotton and linen rags 

Drawing paper, — Frequently made by hand, very firm, stands 
much erasing, made in surfaces from smooth to very 
rough 

Wrapping paper, — A coarse paper of a yellowish brown 
color made from manilla and other rope fibres, stands 
hard usage 

Cover paper, — Paper with a fancy color, an interesting tex- 
ture, and a tough quality suitable for covering pamph- 
lets 

Other papers and boards of more or less importance or given 
peculiar treatment in the process of manufacturing are: 



EQUIPMENT AND SUPPLIES 



Binders' board 
Blotting paper 
Blue print paper 
Bond paper 
Bristol board 
Calendered paper 
Carbon paper 
Cardboard 
Chinese paper 
Cloth board 
Coated paper 
Cold pressed paper 
Copying tissue 
Cotton paper 
Corrugated board 
Cross section paper 
Cylinder paper 
Deckeled edge paper 
Detail paper 
Drawing board 
Dry proofing paper 
Embossed paper 
Enameled paper 
Ferro prussiate paper 
Fibre wrapping paper 
Fibre-faced paper 
Filter paper 
Flat writing paper 
Folded paper 
Friction boards 
Glazed paper 
Gummed paper 
Hand made paper 
Hard plate paper 
Hot pressed paper 
India paper 
Interleaving paper 
Japanese paper 
Jute board 
Label paper 



Laid paper 
Ledger paper 
Letter paper 
Linen paper 
Lining paper 
Lithographic paper 
Litmus paper 
Loft-dried paper 
Luminous paper 
Machine-sized paper 
Manifold paper 
Manilla paper 
Marble board 
Marble paper 
Matrix backing 
Metalic paper 
Mimeograph paper 
Mounted paper 
Mounting board 
Mounting paper 
Music paper 
News paper 
Note paper 
Oil board 
Oiled paper 
Parchment paper 
Pattern paper 
Photographic paper 
Pitched paper 
Plate paper 
Plated paper 
Polygraphic paper 
Poster board 
Poster paper 
Post office paper 
Press board 
Printing paper 
Proofing paper 
Pulp board 
Rag paper 



HO 



PAPER AND CARDBOARD CONSTRUCTION 



Rice paper 
Roofing paper 
Ruled paper 
Safety paper 
Sand paper 
Sensitized paper 
Silk paper 
Silver paper 
Sized paper 
Soft plate paper 
Surface paper 
Stencil board 
Stereotype paper 



Straw board 
Tag board 
Tar board 
Tarred paper 
Tissue paper 
Tracing paper 
Transfer paper 
Trunk board 
Tub sized paper 
Tympan board 
Typewriter paper 
Vellum paper 
Waxed paper 



SIZES OF PAPER 
The following table is given for convenient 
to stock sizes of some of the more common writing, 
and printing papers: 

WRITING DRAWING 

14"xl7" 



reference 
drawing, 

PRINTING 



Flat cap 

Cap 

Demy 

Folio 

Medium 

Royal 

Super royal 

Double cap 

Imperial 



16"x21" 
1 7"x22" 
18"x23" 
19"x24" 
20"x28" 
1 7 n x28" 
23"x31" 



Small double medium 
Double medium 23"x36" 
Double Royal 24"x38" 
Double elephant 26"x40 H 
Antiquarian 31"x53" 

Large sizes for newspapers 



14"x17 n 

15"x20" 

1 7"x22" 
19"x24" 
19"x27" 

22"x30" 



27"x40" 
31"x53" 



19"x24" 
20"x25" 
22"x28" 



24"x36" 
24"x38" 
26"x40" 



30"x40" 
32"x44" 
36"x48 n 



EQUIPMENT AND SUPPLIES 141 

TABLE OF PAPER COUNTS 
A matter easily forgotten is the table of counts for 
paper and is inserted here as a reminder: 

24 sheets equal 1 quire 24 sheets 

20 quires equal 1 ream 480 sheets (or 500 sheets) 

2 reams equal 1 bundle 960 sheets (or 1 000 sheets) 

5 bundles equal 1 bale 4800 sheets (or 5000 sheets) 

Drawing papers and other high grade papers are sold 
with 480 sheets to the ream. Ordinary papers come 500 
sheets to the ream. 

PAPER MANUFACTURE 

It is believed that a word or two regarding the manu- 
facture of paper may be of value to teachers of primary 
handwork, so the following brief description of the process 
is inserted at this point along with the kinds, sizes and 
counts of paper just given. 

Until recent years paper was made principally from 
cloth scraps, and at present all high grade papers are still 
"rag" papers. Most of the printing paper at present however 
is made from such vegetable fibres as those from wood, 
straw, and grasses. The fibres are ground and bleached 
and then boiled to a soft pulp. In the hand made papers 
this pulp is dipped into a large pan from which the water 
gradually drains away leaving a wet sheet, which is then 
pressed and dried. Some high grade papers are still made 
in this way by hand, but mechanical processes have almost 
entirely displaced the hand process. 



142 PAPER AND CARDBOARD CONSTRUCTION 

The machine process is as follows: 

( 1 ) The fluid pulp is floated over a continuous wire cloth 

which has a constant motion, and which allows the 
water to drain away. 

(2) The wet pulp is pressed under wire gauze rollers and 

more of the moisture taken up. 

(3) The pulp can now hang alone and support itself for a 

short distance and is carried to a felt band and led to 
felt rollers. 

(4) More water is pressed out between these felt rollers and 

the paper leaves them able to go unsupported to the 
metal rollers. 

(5) The paper is now passed to the heavy smooth calender 

rolls, and under great pressure is given a smooth finish 
and added drying. These calenders are sometimes 
heated and used to give a glaze to the paper. 

(6) It next is carried to the drying room and a current of 
heated air serves to drive away most of the remaining 
moisture. 

(7) From here it may be taken to the roller cutters and cross 

cutters, and be cut and tied into bundles for shipment. 

This description while not including the chemical treat- 
ment, nor other details of the preparation of the pulp may 
be taken as fairly representative of the usual mechanical 
part of the process. For newspapers, the paper is usually 
delivered upon large rolls as they come from the machine. 
Colored papers are given the color before the fluid pulp 
reaches the machine. 



EQUIPMENT AND SUPPLIES 

TABLE FOR ORDERING PAPER 
SUITABLE FOR PRIMARY HANDWORK CLASSES 



143 



MATERIALS KINDS 


DESIRABLE SIZES 


COSTS 


QUANTITIES 


Cover paper 

Plain, laid, 
smooth, rough, 
gray, or colors 


20x25—25 

to 

20x25—70 

(35 to 60 lb. 

weights desirable) 


5 to 15c 

per 

pound 


25 lbs. thin 

to 
70 lbs thick 

per ream 
(500 sheets) 


Book paper 

English finish, 24x36—50 
egg shell finish, to 
antique, laid, 25x38—70 
enameled, deckled 
edge, white and tinted 


4 to 8c 
pound 


50 to 70 lbs. 

per ream 
(500 sheets) 


Print paper 

Light weight or 
heavy weight, 
white or colored 


24x36—30 

to 
25x38—50 


3 to 5c 
pound 


30 to 50 lbs. 

per ream 
(500 sheets) 


Wrapping paper 
Manila, 

white, 
fiber 


12x18-7% 

to 

20x40—100 

(24x36—40 

desirable) 


4 to 5c 
pound 


7% lbs. light 
to 100 lbs. 
heavy, per 

ream 
(500 sheets) 


Flat writing 

White wove 


17x22—16 


6 to 12c 


16 to 24 lbs. 


or laid 


to 
19x24—24 


per 
pound 


per ream 
(500 sheets) 


Ledger paper 

White wove 


16x21—28 


15 to 40c 


28 to 80 lbs. 




to 
23x36-80 


pound 


per ream 
(480 sheets) 


Bond paper 

White or tinted 


17x22—12 


8 to 20c 


12 to 44 lbs. 


wove 


to 
19x24-44 


per 
pound 


per ream 
(500 sheets) 


Drawing paper 

White or tinted 


19x24 


20 to 60c 


24 sheets 






per quire 


per quire 



Ui 



PAPER AND CARDBOARD CONSTRUCTION 



MATERIALS KINDS 
Blotting paper 

White or colored, 

plain or 

enameled 

Plated paper 

White or 
colored 

Marble paper 

Spot, wave, or 
agate 

Tissue paper 
White or 
colored 

Gummed paper 
White or 
colored 



DESIRABLE SIZES 



COSTS 



QUANTITIES 



19x24-60 

to 
19x24-100 



20x24 



20x30 



20x30 



17x22 
to 20x24 



7 to 15c 60 to 100 lbs. 
per pound per ream 
(500 sheets) 

$2.00 to $3.00 480 sheets 
per ream per ream 



30c 
per quire 

60c to $1.50 
per ream 

45c to $1.00 
per quire 



24 sheets 
per quire 

500 sheets 
per ream 

24 sheets 
per quire 



Strawboard 

Binders' 

Cloth board 

Binders' gray 



Pulp board 

White 



Box board 

White coated 

Marble board 
Green or 
brown 

Tag board 

Buff color 



BOARDS 

26x38 

Nos. 

35 to 100 



22x28 

Nos. 

12 to 50 

26x38 

Nos. 
40 to 120 



28x44 
No. 016 

26x38-60 



22^x28^-80 
22^x28°M-140 



$1.00 

per 
bundle 



$1.00 

per 

bundle 

$1.15 
per 

bundle 



35 thick to 

1 00 thin sheets 

per bundle 

1 2 thick to 
50 thin sheets 
per bundle 

40 thick to 

120 thin sheets 

per bundle 



$2.50 100 sheets 

per bundle per bundle 



$2.00 
per bundle 

3 to 5c 

per 
pound 



60 sheets 
per bundle 

80 lbs. light 

to 140 lbs. 

heavy per ream 

( 500 sheets) 



EQUIPMENT AND SUPPLIES 145 

MATERIALS KINDS DESIRABLE SIZES COSTS QUANTITIES 

Mounting board 

Gray, black 22x28 $4.50 to $6.00 100 sheets 

or colors 5 ply or 1 ply per bundle per bundle 

Press board 

Red or gray 28x34—70 6c 70 lbs. per 

per sheet 144 sheets 

Bristol board 

Plain, folding, 22^x28^ $1.00 to $5.00 100 sheets 

writing, embossed, from per per 

white or colored 2 to 1 ply 1 00 sheets bundle 

If in doubt about weights and unable to see samples, order medium 
weights or numbers. 

Boards should be ordered in full bundles if possible. 
Note the varied classifications of quantities in bundles, and 
specify very carefully. 

Papers are illustrated in the Appendix at the close of 
the book, but the boards are too heavy for the purpose, and 
so have been mounted separately. See the second note at 
the beginning of the Appendix. 

CALCULATIONS FOR STOCK 

In order to determine what amounts of paper stock to 
order for a school system, the following method will be 
found satisfactory: 

(1) Find the enrollment per grade for the first four grades 

of the entire system. The enrollment for a given year 
may be taken roughly for that of the following year if 
orders are to be placed before the enrollment is known. 

(2) Find the amount of 9"xl2 n stock of each kind per 

pupil per grade. This may be taken from the bottom 
of tables on pages 148, 149, 150, and 151, or may 
be worked out from the listed amounts accompanying 
the directions in chapters II, III, IV, and V. 



146 PAPER AND CARDBOARD CONSTRUCTION 

(3) Multiply the amounts of stock per pupil for each grade 

by the number of pupils in each grade, and add from 
ten per cent to twenty-five per cent extra for new 
pupils who may enter later, for spoiled work, for extra 
problems, and for other exigencies. 

(4) Find how many 9"x12" pieces can be cut from the 

large sheets and divide the totals in (3), above, by this 
amount to get the number of full sheets. 

(5) Add enough to make up full ream lots of each style 

and weight if possible. If not, add enough to make 
up quarter or half reams. If this be impossible, any 
number of sheets may be ordered, but at an advance 
in price. The extra stock will help in starting the next 
year and should be deducted from the next year's 
order. School money should not be tied up unneces- 
sarily in extra stock. 

(6) Check calculations for gross errors. An example of 

the calculation for the first grade is as follows: 
Medium tag board 1 piece (from list at bottom of page 
148) times 150 (pupils) equals 150 (pieces); divide 
by 5 (the number of pieces per sheet) and get 

30 (full sheets in first grade) 
Suppose we get also 00 (full sheets in second grade) 

60 (full sheets in third grade) 
325 (full sheets in fourth grade) 

4 1 5 sheets in all 
Add to make up a ream 85 sheets extra 

Total medium tag board 500 sheets (or 1 ream, 1 10 pounds) 
OTHER SUPPLIES NEEDED 
In the same manner we may add each item and make 
up a full order for paper for the entire school year. Mis- 



EQUIPMENT AND SUPPLIES 147 

cellaneous small supplies such as stay tape, eyelets, thread, 
silk cord, paste, and glue are easily figured out. A pint of 
paste and a pint of glue should make up an average re- 
quirement for each class room, altho the work in the fourth 
grade demands more than the first, and more will be 
wasted in some rooms than in others. An extra supply 
should be kept in the supervisor's store room. 

SOURCES OF SUPPLY 

As far as possible it is desirable to purchase from local 
dealers but much of the material needed is special in char- 
acter and must be gotten from special dealers. Certain 
dealers make a specialty of supplies for primary schools and 
the largest of these can supply most of the equipment and 
supplies listed here. These larger supply houses are located 
in such cities as Boston, New York, and Chicago, with 
branches in other cities. Most city superintendents have their 
catalogues. Other special houses carry papers, book binders' 
material, or printers' supplies. 

The following list of kinds of supply houses may be of 
service to those in doubt as to where orders may be sent. 

LOCAL HARDWARE DEALERS 
Scissors, rules, knives, straight edges, eyelet punches, glue, and 
brushes 

LOCAL STATIONERS 
Rules, pencils, erasers, compasses, paste, brushes, water colors, pens, 
ink 

LOCAL PRINTERS OR PAPER SUPPLY HOUSES 
Papers, cardboards and certain kinds of binders' cloth 

LOCAL DEPARTMENT STORES 
Needles, thread, string, silk cord, embroidery cotton, scissors, pencils 

LARGE PAPER HOUSES 
Papers and boards of all kinds, usually in unbroken reams or 
bundles only 

BOOK BINDERS' SUPPLY HOUSES 
Binders' cloth, leathers, and miscellaneous supplies and equipment 

PRINTERS' SUPPLY HOUSES 
Card cutters, paper cutters, paper cabinets, (It is usually best to have 
cabinets built locally. ) 

DRAFTING SUPPLY HOUSES 
Rules, pencils, compasses, straight edges, triangles 

SPECIAL DEALERS IN PRIMARY SUPPLIES OR MANUAL 
TRAINING SUPPLIES 
Papers of many kinds, binders' material, scissors, eyelet punches, 
tay tape, brushes, card cutters (They will usually get whatever is needed. ) 



148 



PAPER AND CARDBOARD CONSTRUCTION 



STOCK REQUIRED PER GRADE 

On this and three following pages are listed the num- 
ber of pieces of paper stock 9"x12 n , with the totals per 
pupil added at the bottom of each page. 

FIRST GRADE 



1 1 1 Mounting folders 

112 Booklet folder 

113 Pocket notebooks. 

1 14 Book of colors 

1 15 Drawing book 

1 16 Laundry list 

121 Square box 

122 Square tray 

123 Rectangular tray .... 

131 Mounted drawings . 

132 Book marks 

133 Calendar 

141 Envelope folder 

142 Square envelope .... 

1 43 Pocket for clippings 

Total pieces 9 n xl2" 
per pupil 



1 

be 

e 
§ 


2 

be 
J 

1 


i 

be 


I 

•a 

IE 


I 

06 S 


1 


i 
11 


1 

£ 








m 




\% 












l 




% 




6 








% 




2 






1 




H 


l 


i 

H 








H 

1 












1 




2V 2 


i 


% 


4M 


3M 


4 


l 


6 



EQUIPMENT AND SUPPLIES 

SECOND GRADE 



149 



It will be noticed that heavier stock, — box board and press board, 
— and writing papers, blotting paper, and binders* cloth are added to 
first grade list of stock. 





1 


3 

| 


i 

8 
fa 


3 

§ 

£*8 


% 

8 

a 

1 


3 

a. 
<4 

o. 

1! 


1 

•S3 


1 

o 


be 

a 

1 
1 


y 

o. 

! 


1 

be 

~© 

CO 


1 
1 

a 

S 


21 1 Paper portfolio ... 

2 1 2 Portfolio with laps 

213 Book of designs .. 

2 1 4 Weather record ... . 

215 Receipt book 

216 Note Book 

217 Paged blank books 

221 Small square box 

222 Rectangular box... 

223 Box, reinforced... 

231 Desk blotters 

232 Photo mount 

233 Glass cover 

241 Paper sack 

242 Mailing envelope.. 

243 Long envelope .... 




H 


m 


% 

1 


i 


1 

1 


1 


2 

1 


1 


2 


1 


tf 


Total pieces 9 n xl2" 
per pupil 


\% 


V2 


\% 


4 


Wz 


2V 2 


1 


3 


1 


2 


1 


H 







150 



PAPER AND CARDBOARD CONSTRUCTION 



THIRD GRADE 

Straw board, cloth board, print paper, and marble paper are added 
to the stock of the second grade for bookbinding problems, and bristol 
board is added for folding box problems. 



3 1 1 Scrap book 

3 1 2 Sewed 
pamphlet 

313 Pamphlet, 
reinforced ... 

314 Cloth port- 
folio 

315 Glued 
booklet 

316Cloth 
bound book.. 



321 Small box 

322 Pencil box 
with cover.. 

323 Candy box 
324jFolding 

box 

331 Postcard.. 

332 Page 
holder 

333 Shipping 
tags 

34 1 Photo fil- 
ing envelope 

342 Long filing 
envelope .... 

343 Large fil- 
ing envelope 



Total pieces per 
pupil, 9 M xl2".. 



I 1 : 



1^2 



% 



5^1 



PQ £ 



\% 



3M3 



20 



20 Ml 2M 



% 



EQUIPMENT AND SUPPLIES 

FOURTH GRADE 



151 





§ 

(/I 


"2 
t 


o 
pq 




1 

PQ 


a 
1 


I 


o 
v> 

be£ 
« 8 


8 
1 


1 

1 


p. 

& 

o 


3 

| 

s 


41 1 Pocket paper file.. 












2 














412 Desk paper file... 












4 














413 Book covers 


3 














1 




3 




3^ 


414 Portfolio 


1 


2 










1 


1 




2M 




1 


415 Bound scrap book 


\% 


416 Bound drawings .. 
















2 










417 Rebound book .... 


* 
























421 Pin box, covered.. 






% 










1 










422 Post card box 






1 




















423 Original box 


2 














2 


2 








424 Pen box 


V> 




% 












V. 


K 






425 Sliding box 






1 


V* 


3^ 






1 










431 Postal scale 




432 Picture mount 














H 


X 










433 Desk pad 


1 














\v„ 


1 




1 




! 

441 Sack with folds... 


















1 








442 Flat envelope file 




I 








4 








l 




1 


443 Book file 




1 








4 








i 




1 






Total pieces per 
pupil, 9"x 12" 


7K 


4 


3 


h 


M 


14 


l* 


10 


4M 


8 


1 


8 



* Material depends upon kind of problem selected. 



152 PAPER AND CARDBOARD CONSTRUCTION 



I 



VIII 

HINTS TO TEACHERS AND 
SUPERVISORS 



THE value of careful daily preparation in the work of 
teaching need not be emphasized here. It is no less im- 
portant in the teaching of handwork than in any other 
subject. In some ways it is different. More materials and 
equipment are involved than in other work and the success- 
ful handling of these requires thoro organization and syste- 
matizing of the details involved. 

Before attempting to teach an exercise in paper and 
cardboard construction the teacher should have made it. 
This is the first essential to a successful lesson. After having 
made the exercise a careful study should be given to the 
various steps in the process of construction and the order in 
which these should be taken up. A few minutes spent in 
this way will be the means of avoiding many mistakes later 
on. The making and the study of an exercise should reveal 
to the teacher what process in a given problem needs special 
attention and emphasis when it comes to teaching. The 
analysis of each problem as given in this book is intended to 
be suggestive and helpful but the teacher must work out 
each one for herself and make the analysis her own before 
she can teach the work easily and well. 

It is very desirable to have wall cabinets, or cases, 
or shelving in which to store materials and equipment, and if 
such storage be provided, the materials and equipment can be 
kept in order and readily accessible. All such materials and 
equipment used in this work should be distributed, collected 
and cared for very largely by the pupils under the direction 



HINTS TO TEACHERS AND SUPERVISORS 153 

of the teacher. This kind of training which is brought 
about by having pupils keep things in place, — orderly and 
neat, — is valuable and should not be omitted. Many good 
systems are in use for the handling of materials and every 
teacher will be able to find that certain methods are adapted 
to her conditions better than others. One good way is to 
have the first pupil in each row act as monitor to pass ma- 
terials for that row. The last pupil in each row may collect 
materials. This passing and collecting should be done quick- 
ly and quietly and is usually done at the signal of the teacher. 
Another method is to select for monitors pupils whose be- 
havior has been good during the lesson and who have work- 
ed well. 

In connection with many of these lessons, it may be 
profitable to spend two or three minutes some time during 
the period in showing the relation of the problem in hand to 
those preceding it, and also to the work which is done out- 
side the school. The various kinds of boxes, card problems, 
paper sacks, envelopes, pamphlets, and bound books may 
be shown and their construction explained. In this kind of 
study there will arise suggestions for original work which 
may be worked out by the pupils at home or as supplemen- 
tary work during the regular period. 

When directions are dictated to a class they should be 
brief and clear. No more words should be used than are 
necessary to convey the proper information but as a rule 
these directions should take the form of complete sentences. 
Certain forms of expression are apt to be used repeatedly 
and hence become monotonous. The teacher should make 
an effort to vary her forms of expression from lesson to 
lesson, which will not only relieve the monotony, but it will 
be the means of enlarging the pupil's vocabulary and broaden- 
ing his powers of expression. The blackboard and chart 



154 PAPER AND CARDBOARD CONSTRUCTION 

are freely used in this work and are not only valuable aids 
in the giving of directions but are essential to the broad de- 
velopment of the powers of the pupils in receiving informa- 
tion. In blackboard drawings a dotted line or a very light 
continous line may be used to represent folds and a full line 
will show where the material is to be cut. Another valu- 
able method for first and second grades especially, is to 
actually go thru every process and make the complete ex- 
ercise before the class. 

Sometimes this is done before the pupils begin work, 
and during such a demonstration the pupils are expected to 
notice exactly what the teacher does and to remember this, 
so that when the signal is given to begin work each pupil 
will be able to make the exercise completely from his own 
knowledge. At another time the teacher may make the 
problem step by step and have the pupils make it at the 
same time. Sometimes an exercise is given completely by 
dictation. This trains pupils in power to receive impressions 
thru the sense of hearing. A good lesson in this work is 
marked by strict attention to directions, concentration and 
earnestness while at work, and a spirit of cheerfulness and 
enjoyment thru the whole lesson. 

The supervisor of primary handwork should have his 
course well organized before the beginning of the school 
year in order that he may show his teachers the substance 
of the whole course and the importance and relation of the 
several parts. He should have studied the subject thoroly 
with referense to class room conditions and the benefits that 
may be derived by the average pupil. His study of the 
subject should continue and may be most profitable during 
the time he has supervision of the work. His association 
with teachers and pupils should reveal the good in the work 
and enable him to eliminate such as is of less value. The 



HINTS TO TEACHERS AND SUPERVISORS 155 

opinions of the teachers who are handling the work success- 
fully should be of much help to the supervisor. 

In order to present the work, the supervisor usually holds 
teacher's meetings once a month or as often as seems neces- 
sary. Sometimes these meetings are held on Saturday, but 
usually after school hours during the school week. If it be 
possible, arrangements should be made to meet the teachers 
before four o'clock in the afternoon, because the results can 
not be accomplished if the teachers are weary and exhausted 
after a hard day's teaching. Teachers of the same grade 
may meet at one time or if the city is not large, the teachers 
of several grades may come together to study the work. At 
these meetings the supervisor should have for each teacher, 
outlines of the work, which may be in the form of type- 
written sheets, blue prints, or printed matter. At each meet- 
ing the details of the course should be carefully considered, 
and in some cases where the grade teachers are inexperienced 
in this work, the supervisor should have the material at hand 
and give each teacher an opportunity to make, under his 
direction, several or all of the exercises which she will teach. 
But whatever the means employed, the supervisor must see 
that each teacher understands the work thoroly and has 
some power to execute the various processes involved. 

Methods of handling the work in the class room should 
be suggested, but each teacher ought to be allowed freedom 
in using her own ideas on how to teach any problem. The 
work of the supervisor is to show what is to be done and 
several ways in which it may be done. The grade teacher 
determines for herself very largely how the work is to be 
done. If a teacher is not doing good work, it is the business 
of the supervisor to show her where she is failing and indicate 
clearly certain lines of procedure which will make the work 
more successful. Construction work can be carried on orderly, 



156 PAPER AND CARDBOARD CONSTRUCTION 

and whenever it is not, the supervisor should call attention to 
this matter and demonstrate if necessary what is desirable in 
the management of a class. 

Chapter VII takes up the selection of equipment and 
supplies, methods of calculating amounts needed, and the 
placing of orders. A word remains to be said here re- 
garding the routine handling of these materials for the school 
system. A matter at first importance is to remember that 
several weeks should be allowed for orders sent away so as 
to assure delivery in time for preparation and distribution to 
teachers. Frequently, a delay on the part of the school 
board causes embarassment for the supervisor, and must be 
guarded against by allowing extra time. It is the business 
of the supervisor to watch things thru, and make sure that 
no form of office system prevents work in the class room 
being done properly. Duplicate records of all orders should 
be kept for following up orders, for checking deliveries, for 
approving bills, for summarizing the work of the department, 
and for making estimates for the following year. 

Next to seeing that orders are properly placed and de- 
liveries properly made, the supervisor must see that materials 
are conveniently assorted and stored, and that paper re- 
quiring to be cut is attended to in time for use. Much of 
this work can be done some time in advance, and papers 
counted and wrapped and labeled ready for the different 
teachers. If much cutting is to be done, a large paper cutter 
should be available, altho a course similar to that planned in 
this book can eliminate a large part of this cutting by having 
paper cut to uniform sizes of 9"x 1 2" and 6"x9". Cases for 
handling this cut stock are suggested in chapter VII. 

In the delivery of supplies to schools, some system 
should be devised that would insure regularity and prompt- 
ness. In a small system the janitors may be required to at- 



HINTS TO TEACHERS AND SUPERVISORS 157 

tend to such details. Where a city has regular delivery 
wagons, the handling of supplies is an easier matter. In 
many cities, the supervisor may find it more convenient to 
carry a few bundles of stock with him when he makes his 
visits, or have the teachers take parts of the supplies after a 
teacher's meeting, or have boys come from the schools at 
assigned hours to the central stock room. Whatever kind 
of delivery is attempted, it is most important to see that it 
works. 

Exhibits may be made from time to time for the pur- 
pose ©f interesting the people of the community in this kind 
of work. It may also be an inspiration to both teachers and 
pupils and deepen their interest in the course as a whole. 
Such exhibits may be held in the class room if no better 
place be available. If held in the class room, it should be 
concentrated upon a panel in one part of the room, or upon 
a long shelf along one side of the room, or in an exhibit case. 
While one exhibit is in place other material should be 
removed from the walls to avoid confusion. Exhibits of 
handwork, freehand drawing, reproductions of art, grasses, 
minerals, fabrics, and other educational material may well be 
used in succession, but there should be only one kind of an 
exhibit at a time on the walls. 



158 PAPER AND CARDBOARD CONSTRUCTION 



IX 

BIBLIOGRAPHY 

BOOKS and reports and magazine references are listed 
below for further study of some of the details suggested 

in this book and for further discussions on certain of the 
points of view and methods briefly touched upon here. 

While certain of the references do not carry out the ideas of the 
authors and others are in direct opposition to their conception of the 
purpose and scope of primary handwork, they are included here for the 
sake of a full analysis of the subject. There has been no attempt thruout 
this book to build up an argument for any point of view, but to present 
such material as will be found of use to teachers of primary handwork. 

The references are largely those available to supervisors of the 
manual arts. Many of the regular weekly and monthly journals pub- 
lished especially for primary teachers contain valuable suggestions for 
handwork in nearly every issue, but are not referred to here. 

Adam, P., — Practical bookbinding, Van Nostrand, Chicago. 

Bailey, H. T., — Design in primary grades, School Arts Book, June,'06 

Bailey, H. T., — Annotated outlines, School Arts Book 

Bailey, H. T., — Analysis of modern printing, The Printing Art, May, 

June, '07 
Bailey, H. T., — The school booklet as a problem in manual arts, Pro- 
ceedings Eastern Manual Training Association, '07 
Ball, K. M., — Paper folding and cutting, Prang 
Barnum, E. C, — Art, Teachers College Record, Jan., '06 
Bennet, C. A., — Constructive work in elementary schools, Manual 

Training Magazine, July, '00 
Boone, C. L., — A course of study in manual training, Manual Training 

Magazine, Dec, '07, Feb., Apr., June, '08 
Boone C. L., — Centers of interest in handwork, Year Book, Council of 

Supervisors of the Manual Arts, '07 
Bradley, W. A., — Cover designs for cloth bindings, The Printing Art, 

June, '07 
Broadhead, J. C, — An appreciation of cardboard construction, Manual 

Training Magazine, June '08 
Brown, F. C, — Letters and lettering, Bates & Guild, Boston 
Brown, H. H., — The teaching of lettering, Year Book, Council of Super- 
visors of the Manual Arts, '06 



BIBLIOGRAPHY 159 

Buck, M.,— Practical book binding, Keramic Studio, Aug., '07 
Buck, M.,— A lesson in making over old books, Craftsman, Oct., '06 
Butler, J. W., — The story of paper making, Butler Paper Co., Chicago 
Chamberlain, A. H., — A suggested course in paper and cardboard con- 
struction, Whittaker, San Francisco 
Chamberlain, A. H., — Opportunities and limitations of paper and card 

board in school, Manual Training Magazine, January, '04 
Clark, I. H., — Elementary manual training in public schools, Eastern 

Manual Training Association, '05 
Clark, I. H.,— The working out of the arts in the schools, Western 

Drawing and Manual Training Association, '09 
Cockeral, D.,— Bookbinding and the care of books, Appleton 
Crane, W., — The decorative illustration of books, London 
Crane, W. J. E.,— Bookbinding for amateurs, Gill, London 
Cremins, J. C„ — Construction work in the primary grades, Proceedings 

Eastern Art Teachers Association, '04, '05 
Cremins, J. C, — Constructive work in the primary grades, Proceedings 

Eastern Manual Training Association, '06 
Cremins, J. C.,— Design in the primary grades, Year Book, Council of 

Supervisors of the Manual Arts, '06 
Cremins, J. C, — Some phases of book binding in the elementary schools, 

Year Book, Council of Supervisors of the Manual Arts, '07 
Daniels, F. T„— Freehand lettering, Heath, Boston 
Daniels, J. F.,— Library handicraft at Greeley, Colorado, Manual 

Training Magazine, Jan., '01 
Davis, S. P.,— Exhibitions of school work, Year Book, Council of Super- 
visors of the Manual Arts, '06 
Dewey, J.,— The school and society, University of Chicago Press 
Dewey, J., — The place of manual training in the elementary course of 

study, Manual Training Magazine, July, '01 
Dobbs, E. V.,— Cardboard construction, its place in the primary school, 
Proceedings Pacific Manual Training Teachers Association, '01 -'02 
Dodd, A. E.,— Handwork training for the normal student, Proceedings 

Eastern Manual Training Association, '08 
Dopp, K. E.,— The place of industries in elementary education, Uni- 
versity of Chicago Press 
Ellis, F.,— The manual arts in the primary grades, Proceedings Western 

Drawing and Manual Training Association, '09 
English, G. E.,— Constructive work in elementary schools, Proceedings 
National Educational Association, '89 



160 PAPER AND CARDBOARD CONSTRUCTION 

Frazee, V., — Vocational motive in the school, Education, May, '08 
Freeman, S. J., — Elementary bookmaking and bookbinding, Teachers 

College, Columbia University 
Froelich and Snow, — Text books of art education, Prang 
Gibson, C. R., — The romance of modern manufacture, Lippincott 
Goetze, W., — Hand and eye training, Newmann, London 
Hammel, W. C. A., — Cardboard construction, Johnson Publishing Co., 

Richmond 
Hammel, W. C. A., — Paper folding, B. F. Johnson Publishing Co., 

Richmond 
Haney, J. P., — Manual arts in elementary schools, The School Journal, 

Oct., '06 
Haney, J. P., — Manual training in the elementary school, Education, 

May, '05 
Haney, J. P., — Supervision of the manual arts, Year Book, Council of 

Supervisors of the Manual Arts, '03 
Haney, J. P. — The manual arts in the primary grades, School Journal, 

Oct. 7, '07 
Haney J. P., — The primary course of study in the arts, Year Book, 

Council of Supervisors of the Manual Arts, '05 
Hardy, W. J., — Book plates, Scribners 
Harvey, L. D., — The activities of children as determining the industries 

in early education, Manual Training Magazine, Oct., *04 
Hasluck, P. N.,— Bookbinding, McKay, Philadelphia 
Heaton, W., — Manual of cardboard construction, Newmann, London 
Holton and Rollins, — Industrial work for public schools, Rand McNally 
Home, H. P., — The binding of books, Keegan, London 
Hugh, W. A., — Modern book binding, Inland Printer, Apr., May, 

June, '06 
Hyde, M. B., — The constructive side of design, Proceedings Eastern 

Art Teachers Association, '04- '05 
Jackman, W. S., — The constructive idea in the elementary school, Nation- 
al Educational Association, '04 
Kellogg, E. L., — Paper folding, E. L. Kellogg, Chicago 
Kent, E. B., — The constructive interests of children, Teachers College, 

Columbia University, *07 
Kenyon, W. J., — First years in handicraft, Baker & Taylor Co., New 

York 



BIBLIOGRAPHY 



161 



Langley, E. E. ,— Manual training in the elementary school, Manual 

Training Magazine, Oct., '03 
Langley, E. E.,— Report of the committee on handicrafts in the public 
schools, Proceedings Western Drawing and Manual Training 
Association, '06, '07, '08 
Leavitt, F. M.,— Industrial education in the elementary schools, Manual 

Training Magazine, June, '08 
Lock, C. G. W.,— Workshop receipts, Spon, Strand 
MacNary— Printing in the Horace Mann School, Manual Training 

Magazine, Oct., '08 
McMurry and Eggers,— Book binding in the school, Manual Training 

Magazine, Oct., Dec, '10, April '1 1 
Morris and Walker, — An essay on printing, Longmans 
Murray, W. W.,— The study of printing, Manual Training Magazine, 

Apr., *08 
Oldash, F. M.,— Bookbinding, Graphic Arts and Crafts year book, '07 
Parsons, F. A., —Criticism in design, Proceedings Eastern Art Teachers 

Association, '04-'05 
Patton, B. C.,— An Indian villiage in the first grade, Elementary School 

Teacher, February, *07 
Pearson, H. C, — Fundamental principles of manual training in the pri- 
mary grades, Proceedings Eastern Manual Training Association, '05 
Pickwick, E. Jr.,— Construction work in primary grades, Proceedings 

Eastern Art Teachers Association, '04, '05 
Pickwick, E. Jr.,— Construction work in primary grades, Proceedings East- 
ern ManualTraining Association, '06 
Pickwick, E. Jr.,— Manual Training in the classroom, Proceedings East- 
ern Manual Training Association, '04 
Prideaux, S. T.,— Historical sketch of bookbinding, Scribners 
Probst, A. F.,— School print shop and its possibilities, Elementary 

School Teacher, January, '08 
Rich, E. A., — Paper sloyd, Ginn, Boston 
Richards, C. R.,— Hand work in the Horace Mann School, Teachers 

College Record, Nov., '00 
Richards, C. R.,— Handwork in the primary grades, Proceedings East- 
ern Manual Training Association, '01 
Richards, C. R., — Handwork in the primary school, Manual Training 
Magazine, Oct., '01 

Roberts, W. E., — The cost of manual training — primary grades, Manual 

Training Magazine, July, '02 
Rouillion, L., — Economics of manual training, Henley 



162 PAPER AND CARDBOARD CONSTRUCTION 

Seegmiller, W., — Applied arts drawing books, Atkinson Mentzer & 
Grover, Chicago 

Seegmiller, W., — Primary handwork, Atkinson, Mentzer & Grover, 
Chicago 

Smith, R. M., — Construction work in cardboard and paper — grades I- 
IV, Flanagan, Chicago 

Soper, M. B., — Construction work in town schools without special 
equipment, Year Book, Council of Supervisors of the Manual 
Arts, '07 

Spon, E., — Workshop receipts, Spon, Strand 

Starr, E. G., — Book binding, Proceedings Western Drawing and Man- 
ual Training Association, '06 

Stevens, R. T., — Art of paper making in Japan, Graphic arts and crafts 
year book, '07 

Stiles, G., — Bookbinding in the elementary grades, Proceedings Eastern 
Manual Training Association, '07 

Stiles, G., — Some decorative books, Manual Training Magazine, Oct., '07 

Trybom, J. H., — A theory of manual training and its application in 
cardboard construction, Proceedings Eastern Manual Training As- 
sociation, '00 

Trybom, J. H., — Cardboard construction, Milton Bradley, Springfield, 
Mass. 

Trybom and Heller, — Correlated handwork, Speaker Printing Co.» 
Detroit, Mich. 

Weaver, E. A., — Paper and scissors in the schoolroom, Milton Bradley, 
Springfield, Mass. 

Wahlstrom, L. W, — A school print shop, Manual Training Magazine, 
December, '08 

Wahlstrom, L. W„ — Controlling ideas in the working out of a course of 
study in the arts, Proceedings Western Drawing and Manual Train- 
ing Association, '09 

Weiser, L. H., — The special teacher in the primary schools, Eastern 
Manual Training Association, '05 

Weiser, L. H., — Manual Training, Teachers College Record, Jan. and 
Sept. '06 

Cyclopedic Articles. 

Book and book binding, 
Paper and paper making 
Printing and printing presses 

Encyclopedia Britanica, Encyclopedia America, New Interna- 
tional Encyclopedia, Nelson's Encyclopedia, American Cyclo- 
pedia, Appleton's Cyclopedia of Applied Mechanics, Cen- 
tury Dictionary and Cyclopedia 



INDEX 

Page 

Analysis of contents - 5 

Arrangement of book problems - - 14, 56 

Arrangement of box problems - - 58, 78 

Arrangement of card problems - - 80, 95 

Arrangement of envelope problems - - 97, 1 1 4 

Arrangement of information for all problems - 1 5, 1 1 7 

Arrangement of numbers of all problems by grades - 118 

Arrangements of problems, four schemes - - 122 

Bibliography - - - - - 158 

Blotting paper - - - 144, Appendix 

Bond paper - 143, Appendix 
Bookbinding steps - - 4 1 , 43, 44, 45, 5 1 , 52, 53, 55 

Book of color schemes - - - 21 

Book envelope file - - - 111 

Book of designs - - 26 

Book of paper samples - - - - 22 

Booklet folder - - - - 17 

Book marks 82, 88 

Book papers - - - 138, 143, Appendix 

Book problems arranged by grades - - 14, 56 

Book problems explained - - - 12 

Books - - - - - 43, 53, 54, 55 

Bound drawings - 54 

Bound magazines - - 55 

Bound scrap book - - - -53 

Box board - - - - 144, Appendix 

Box problems arranged by grades - - 58, 78 

Box problems explained - - 57 

Boxes with covers - - - 65, 66, 70, 73, 74 

Box with reinforced corners - - 64 

Bristol board - - - - 145, Appendix 

Calculations for stock - - - - 145 

Calendar 83 

Candy boxes - - - 67, 68, 69 

Cardboard sizes explained, - - 144, 145, Appendix 

Card mounts - - - 81,83,85,91 

Card problems arranged by grades - - 80, 95 

Card problems explained - 79 

Cloth board - - - 144, Appendix 

Cloth bound book - 43 

Cloth covered portfolio - - 41 

Covered small box - - - 65 



164 PAPER AND CARDBOARD CONSTRUCTION 

Page 



Cover papers 


138, 


143, Appendix 


Desk blotters 




84 


Desk filing case - 


_ 


110 


Desk pad 


_ 


92 


Desk paper file 


_ 


47 


Drawing book 




22 


Drawing paper - 


- 


140, 143 


Drafting conventions 


_ 


15 


Duodecimo book folding 


_ 


32 


End opening note book cover 


> 


47 


Envelope folder 




98 


Envelope problems arranged by grades 




97,114 


Envelope problems explained 


- 


96 


Envelopes - - 99, 100, 102 


103, 104, 


105, 108, 111 


Equipment and supplies 


- 


135 


Equipment for the class room 


- 


135 


Equipment for the stock room 


- 


137 


Exhibitions of handwork 


_ 


157 


Explanation of lines used in drawings 




15 


Flat envelope file 


_ 


108 


Flat writing paper 


138, 140, 


143, Appendix 


Folder picture mount 




91 


Folding box 


. 


69 


Foreword .-_-■_ 


. 


4 


Fundamentals in planning courses 


. 


115 


Glass cover 


_ 


86 


Glazed paper 


_ 


Appendix 


Glued booklet 


_ 


42 


Gummed paper 


- 


144, Appendix 


Hints to teachers and supervisors 


- 


152 


Introduction to this book 


_ 


9 


Large filing envelope 


. 


105 


Laundry list 




23 


Ledger paper - 


- 


143 


Long filing envelope 


- 


104 


Long mailing envelope 


- 


103 


Mailing envelope 


_ 


102 


Manilla paper 


138, 


143, Appendix 


Marble papers and marble board 




144, Appendix 


Methods of teaching handwork 


_ 


11, 152 


Mounted drawings 


_ 


81 


Mounting board - 


. 


145, Appendix 


Mounting folders 


_ 


16 


Mounts for pictures 


_ 


81,83,85,91 


Note book 




30 


Note book covers 


m 


47 


Numbering system explained 




117 


Octavo book folding 


_ 


20,31 


Original box 




73 



165 
Page 



Paged blank books 




31 


Page holder 


- 


88 


Pamphlets - 18, 21, 22, 23, 26, 27, 


28,30,31, 


36, 37, 40, 42 


Paper counting table 


- 


141 


Paper manufacture ... 


- 


141 


Paper portfolio 


- 


24 


Paper portfolio with laps 


_ 


25 


Paper sack - - 




101 


Paper samples 


. 


Appendix 


Paper sizes 


140, 143, 


144, Appendix 


Papers listed and described 


- 


138, 139, 140 


Pen box 


- 


74 


Pencil box with fitted cover 




66 


Photo filing envelope 


- 


103 


Photo mount 


- 


85 


Pin box with cover 


_ 


70 


Planning of courses 


- 


115 


Plated paper - 


- 


144 


Pocket for clippings 


- 


100 


Pocket note books 


- 


18 


Pocket paper file 




46 


Points of view in planning courses 


- 


119 


Postal scale 




89 


Post card 




87 


Post card box 


. 


72 


Portfolios 


. 


24, 25, 41, 50 


Portfolio with cloth comers 


_ 


50 


Press board - 


- 


145, Appendix 


Print papers 


138, 


143, Appendix 


Printing paper sizes 


- 


140 


Problems arranged according to difficulty 


_ 


130 


Problems grouped for each grade 


- 


123 


Problems selected from groups 


. 


128 


Problems selected from one group 


. 


133 


Pulp board - 


. 


144, Appendix 


Purposes of this book 




9 


Quarto book folding 




18 


Rebound book 




55 


Receipt book 


- 


28 


Rectangular open box 




63 


Rectangular tray 


- 


61 


References in books and magazines 


- 


158 


Rule measurements 


- 


64 


Sack with folds 


. 


107 


Scope of book problems 


_ 


12 


Scope of this book 




10 


Scrap book 


_ 


36, 53 


Sewed pamphlet with reinforced back 


- 


40 


Shipping tags 


- 


88 



PAPER AND CARDBOARD CONSTRUCTION 

Page 



Side opening note book cover 

Sizes of paper and boards - 140, 

Sliding box 

Small sewed pamphlet 

Small square box 

Sources of supply - 

Square box 

Square envelope 

Square tray 

Steps in binding 

Steps in sewing 

Stock required per grade 

Strawboard - 

Supervising primary handwork 

Supplies, kinds of dealers 

Tag board - 

Teaching primary handwork 

Tissue paper - 

Varied arrangements of problems 

Weather record 

Wrapping papers 

Writing papers 



_ 




. 


49 


143, 


144, 


145, 


Appendix 
76 




_ 




37 




. 




62 




_ 


_ 


147 




. 




59 






- 


99 


- 






60 




_ 




43, 44, 45 




_ 




38, 39, 40 




148 


, 14< 


>, 150, 151 


- 




144 


Appendix 


_ 




_ 


154 




» 


_ 


147 


_ 




144, 


Appendix 




. 




152 


_ 




. 


144 




- 




122 


- 






27 




138, 


143, 


Appendix 


138, 


140, 


143, 


Appendix 



APPENDIX 

SPECIMENS OF PAPERS SUITABLE FOR PRIMARY CONSTRUCTION 
MOUNTED AND DESCRIBED FOR CONVENIENT REFERENCE 

ON the following pages are grouped selections of papers 
of different grades with their sizes and weights given; 
opposite these are given some of the variations in 
weight and color which may be obtained for each style and 
grade of paper. 

The arrangement of papers is as follows: 

Rough cover papers, — cheap grade, medium grade, high grade, 

linen finish 
Smooth cover papers, — plain (light weight), plain (heavy), 

high grade, enameled 
Print and book papers, — print, cheap book, medium book, 

enameled book 
Writing papers, — cheap flat ■ writing, high grade flat writing, 

cheap bond, medium bond 
Lining papers, — spot marble, wave marble, agate marble, 

white glazed 
Miscellaneous papers, — manilla wrapping, fibre wrapping, blot- 
ting, gummed 
It is impossible to mount the boards used for primary 
handwork in such a book as this, and so they have been 
labeled and mounted separately, and are not included with 
this book. They are cut to 4M"x7/£", from the full sheets 
indicated below: 

Press board, — red and gray, 28x34-70 (number 70 shows lbs. 

per gross) 
Tag board —22^x28^-90, 1 10, and 1 30 (numbers 90, 1 10, 

130 show lbs. per ream) 
Bristol board, — cheap, high grade, tinted, folding, 22%x283^, 

2 ply (100 sheets per bundle) 
Marble board, brown, 26x38-60 (number 60 shows lbs. per 

bundle) 
Mounting board, gray, 22x28-5 ply and 10 ply (100 sheets 

per bundle) 
Pulp board, white, 26x38, No. 80 (number 80 shows sheets 

per bundle) 
Box board, white coated, 28x44, No. 016, (100 sheets per 

bundle) 
Straw board, 26x38, Nos. 35 and 80 (numbers 35 and 80 

show sheets per bundle) 
Cloth board, 22x28, Nos. 20 and 50 (numbers 20 and 50 
show sheets per bundle) 



PAPER AND CARDBOARD CONSTRUCTION 



ROUGH COVER PAPERS 

While cover papers are made especially for 
covering pamphlets, they have many other uses in 
paper construction, such as linings for portfolios and 
boxes, mounts for pictures, book marks, and fancy 
envelopes. The most common size for a full sheet 
of cover paper is 20 n x25" and the weights vary from 
15 to 100 pounds per ream of 500 sheets. The 
desirable weights for rough cover papers for school 
use are from 40 to 70 pounds. Weights above 
50 pounds similar to those shown on the opposite 
page are made in a good variety of colors. Dealers 
in paper can usually show also papers with a harder 
finish, with a more pebbly surface, or in fancy ef- 
fects, and with cut or deckled edges. There are 
many attractive uses for fancy cover papers if a 
printing press be available. Calendars, place cards, 
menus, programs and announcements may be taken 
as types of this sort of work, and the list extended 
indefinitely. 



ROUGH COVER PAPERS 




HIGH GRADE COVER, 20x25-60 



LINEN FINISH COVER, 20x25-50 



PAPER AND CARDBOARD CONSTRUCTION 



SMOOTH COVER PAPERS 

Papers similar to those shown on the opposite 
page are constantly used in elementary handwork, 
and make a good variation from the rough surfaced 
papers shown on the preceding page. Plain (super- 
calendared) cover papers are made in a great var- 
iety of colors and in weights varying from 1 5 to 
75 pounds per ream. For much of the work the 
lighter weights are desirable, and as these papers 
are sold by the pound the cost per sheet for the 
light weights is much less than for the heavy weights. 
In a large school system this saving is considerable. 
High grade cover papers are made in many differ- 
ent styles and colors and with a variety of surface 
effects, both rough and smooth. The enameled 
covers are not used much in schools except where 
printing presses are introduced, and then only in 
upper grades and high school classes, but they are 
shown here for comparison. Laid covers are used 
so little at present that they are not illustrated here. 
The usual difference between a smooth cover 
paper and a rough cover paper consists in the 
extra rolling the smooth cover paper is given. 
Many kinds of paper are made in both rough and 
smooth surfaces. 



SMOOTH COVER PAPERS 




PLAIN COVER, 20x25-25 



PLAIN COVER, 20x25-50 



HIGH GRADE COVER, 22x28-70 ENAMELED (ONE SIDE) COVER, 20x25 



PAPER AND CARDBOARD CONSTRUCTION 



PRINT AND BOOK PAPERS 

Print papers are used for newspaper work 
and for cheap hand bills in printing offices and are 
frequently made up into scratch pads for pencil 
work. The paper is suitable for booklet making 
in schools where rigid economy is imperative. In 
the lighter weights it is a good substitute for book 
paper as it is easier to sew. Book papers are 
usually made with a slightly grained surface similar 
to that used in this book, unless to be used for 
printing halftones or fine line work, where an enam- 
eled book paper is necessary. Rough book paper 
is suitable for pencil drawings, for free cutting, for 
book making, and envelope making, and in general 
is the most useful paper available for paper work 
in school. Sizes of print and book papers range 
from 24 n x36" to 36 n x48" for ordinary work, altho 
deckled edge book paper is made as small as 
12 n xl8 n . The most convenient size to handle in 
school is 24 n x36 n , which is easily cut into eight 
9 n xl2" pieces per sheet. The weights of book 
paper range from 24"x36 n -30 to 24 n x36 n -100, 
the 50 to 60 pound weights being the most used, 
the usual weight for print papers of this size being 
30 pounds. 



PRINT AND BOOK PAPERS 



PRINT PAPER, 24x36-30 CHEAP BOOK PAPER, 24x36-50 



MEDIUM BOOK PAPER, 24x36-70 ENAMELED BOOK PAPER, 24x36-70 



PAPER AND CARDBOARD CONSTRUCTION 



WRITING PAPERS 
Flats and bonds are intended especially for 
writing but are used for printing also. They are 
adapted to booklet and envelope making in pri- 
mary classes and for some of the lines of work 
where book papers are recommended. They 
come in a considerable variety of grades and sizes 
and weights. For this work the cheaper grades 
are suitable, altho it is desirable to have the better 
grades for occasional use and for comparison of 
values. Sizes of certain kinds range from 1 6"x2 1 " 
to 28"x34", the usual sizes being 1 7"x22" and 
19"x24 n . The 1 7 n x22" cuts into four pieces of 
letter size 8M«x 1 1 ". Weights vary from 1 7"x22"- 
1 4 to 1 7 n x22"-28 the usual weights being from 1 8 
to 22 pounds for this size. Some of the writing 
papers come in tints, but white is the more usual. 
They may be obtained in laid or linen finish as well as 
the wove finish. Standard makes of writing paper 
are usually watermarked, which assists in identifying 
the different kinds. 



WRITING PAPERS 



CHEAP FLAT WRITING PAPER, 17x22-20 



HIGH GRADE FLAT WRITING, 1 7x22-20 



CHEAP BOND PAPER, 17x22-20 



MEDIUM BOND PAPER, 17x22-20 



PAPER AND CARDBOARD CONSTRUCTION 



LINING PAPERS 

Marble papers are used (or lining the insides 
of covers of books and as a finish for boxes* 
Glazed papers are used principally for a finish for 
small boxes. They are thin enough to be easily 
pasted and attached to other work, and are made 
in many colors. There are three types of design 
in marble paper, — the spot, wave and agate, and 
the size is uniform, 20"x30 n . The glazed paper 
has a uniform size of 20"x24 n and is made in many 
brilliant colors, besides white, black, silver and 
gold. In addition to these fancy papers, there 
are plated papers with dull colors on one side, 
parchment papers for covers and for special pur- 
poses, and standard color papers valuable for the 
study of colors and color schemes. While there 
are other papers such as plain cover paper suitable 
for lining, the thin lining papers finished on one 
side only are best and easiest to use. 



LINING PAPERS 



rf* - •• 




SPOT MARBLE PAPER, 20x30 



WAVE MARBLE PAPER, 20x30 




AGATE MARBLE PAPER, 20x30 



WHITE GLAZED PAPER, 20x24 



PAPER AND CARDBOARD CONSTRUCTION 



MISCELLANEOUS PAPERS 

Wrapping papers are made from a variety of 
fibres, such as manila, flax, and silk, and vary in 
size from 12"x18 n to 40"x48 n . The weights vary 
in the 24 n x36 n size from 26 to 80 pounds per 
ream, 30 to 40 being the medium weights. There 
are besides the common manilla wrapping papers, 
white wrapping, Japanese wrapping, and tissue 
wrapping papers. 

Blotting papers are made 1 9 n x24" size and of 
weights varying from 60 to 1 40 pounds per ream. 
Besides the ordinary blotting paper, there are 
different styles of enameled one side blotting papers 
for halftone work. 

Gummed paper in several colors with glue on 
the back is suitable for labels for books and boxes. 
The usual sizes are 1 7 n x22" and 20 n x25 n . 

The varieties of paper are very extended and 
new papers are being constantly prepared for new 
uses. A selected list of some of these is given in 
chapter VII. 



MISCELLANEOUS PAPERS 



MANILLA WRAPPING PAPER, 24x36-30 FIBRE WRAPPING PAPER, 30x40-60 



BLOTTING PAPER, 19x24-60 



GUM PAPER, 17x22 



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